發(fā)布時間：2018-07-03 04:43

  本文選題：創(chuàng)客教育 + 護理實踐教學(xué)��； 參考：《鄭州大學(xué)》2017年碩士論文

【摘要】：目的本研究嘗試引入創(chuàng)客教育理念構(gòu)建高職高�！痘A(chǔ)護理學(xué)》輔助實踐教學(xué)模式并在實際教學(xué)中實施;通過比較分析實施前后學(xué)生各方面能力的測量數(shù)據(jù)變化,以及搜集歸納參與本研究師生看法和意見,對其實際教學(xué)效果進行評價。以期為改變高職高�！痘A(chǔ)護理學(xué)》實踐教學(xué)單一技能操作培訓(xùn)模式,增強護生創(chuàng)新能力、臨床應(yīng)變能力、合作能力等綜合素質(zhì),提供實證依據(jù),也為后續(xù)研究奠定基礎(chǔ)。方法本研究是一個教學(xué)模式改革的實證性研究,采用問卷調(diào)查法、專家咨詢法、半結(jié)構(gòu)式訪談法等量性和質(zhì)性相結(jié)合的研究方法。本研究分為三個階段:準(zhǔn)備階段:經(jīng)文獻研究、專家咨詢和小組討論形成教學(xué)方案。實施階段:選取河南某高職高專2015級護理專業(yè)兩個自然班學(xué)生共91名作為研究對象,整群隨機分為試驗組(45人)和對照組(46人),兩組護生基線調(diào)查在年齡、入學(xué)成績、創(chuàng)新能力評分及前學(xué)期專業(yè)課平均成績方面比較,均無統(tǒng)計學(xué)差異(P0.05),具有可比性。選取二年級第一學(xué)期《基礎(chǔ)護理學(xué)》課程,對兩組護生理論課采用相同的教學(xué)方法,在實踐教學(xué)中,除正常實驗課以外,實施不同的輔助教學(xué)方案,試驗組采用創(chuàng)客教育輔助教學(xué)模式,對照組采用常規(guī)教育輔助教學(xué)模式,共計14周,每周一次,每次2個學(xué)時授課。評價階段:課程結(jié)束后對兩組學(xué)生統(tǒng)一進行綜合實踐能力考核,再次對創(chuàng)新能力進行問卷調(diào)查,采用SPSS17.0軟件進行統(tǒng)計學(xué)分析,試驗后兩班綜合實踐操作成績以及試驗前后兩班護生創(chuàng)新能力變化、創(chuàng)客教學(xué)效果評價分析采用χ2檢驗、t檢驗;為更全面評價創(chuàng)客教育輔助教學(xué)方法在基護實踐教學(xué)的效果,對試驗組護生和教師進行深入訪談,進一步探討創(chuàng)客教育輔助護理實踐教學(xué)的優(yōu)勢和不足,訪談資料采用Claizzi的關(guān)于現(xiàn)象學(xué)資料的7步分析法進行歸納分析。結(jié)果試驗后形成基于高職高�！痘A(chǔ)護理學(xué)》實踐教學(xué)方案下的護理創(chuàng)客教學(xué)模式,構(gòu)建與護理學(xué)科相結(jié)合的創(chuàng)客空間,采用基于項目的SCS創(chuàng)客教學(xué)法,包括6個創(chuàng)客實踐教學(xué)項目和最后的總結(jié)分享教學(xué)過程,總計14周,28個學(xué)時的創(chuàng)客輔助教學(xué)模式。試驗前后試驗組和對照組比較發(fā)現(xiàn),綜合實踐測試成績均值分別為84.511和77.891,團隊協(xié)作能力均值分別為7.089和5.891,臨床應(yīng)變能力均值分別為27.089和23.630,比較三組數(shù)據(jù)顯示均存在統(tǒng)計學(xué)差異(P0.001)。在創(chuàng)新能力方面,試驗前后比較了威廉斯創(chuàng)造力評分差值,試驗組和對照組分別為6.000和0.065;還比較了TCI-C創(chuàng)造性思維測試差值,試驗組和對照組分別為2.738和0.046,顯示試驗組在試驗后創(chuàng)造力和創(chuàng)造性思維能力提升均好于對照組,有統(tǒng)計學(xué)差異(P0.001)。在創(chuàng)客教育效果評價上,發(fā)現(xiàn)除了人文護理方面,試驗組護生對創(chuàng)客教育的教學(xué)效果綜合認(rèn)可度在88%以上,李克特得分均大于4分。對試驗組護生和教師進行深度訪談,以信息飽和為標(biāo)準(zhǔn),共訪談試驗組學(xué)生16名,全部參與研究的教師共5名。護生們認(rèn)為創(chuàng)客教育為創(chuàng)新提供平臺,誘導(dǎo)思維發(fā)散,在快樂中學(xué)會知識,尤其是在橫向思考、發(fā)散思維、逆向思維方面大大提升,同時對于自身學(xué)習(xí)興趣、溝通能力的提升也很明顯。教師們認(rèn)為創(chuàng)客教育使培養(yǎng)護生的創(chuàng)新能力、臨床應(yīng)變能力、合作意識落到實處,增加了很多讓護生思考、探索、交流、分享的環(huán)節(jié),授課的目標(biāo)是使護生理解掌握知識的基礎(chǔ)上進行思考和創(chuàng)新。結(jié)論(1)創(chuàng)客教育輔助高職高�！痘A(chǔ)護理學(xué)》實踐教學(xué)效果良好,提高了護生創(chuàng)新能力,促進了護生臨床應(yīng)變能力、溝通協(xié)作能力、學(xué)習(xí)興趣的綜合提升,促進了教學(xué)相長。(2)創(chuàng)客教育融入護理實踐教學(xué)是一種新的教育理念和教學(xué)方法,形成了一種護理創(chuàng)客教育模式,豐富了高職高�！痘A(chǔ)護理學(xué)》實踐技能教學(xué)方法,為護理實踐教學(xué)改革提供客觀實證依據(jù),具有實踐意義。
[Abstract]:Objective the purpose of this study is to introduce the concept of creative education to construct the teaching model of basic nursing science and practice teaching in Higher Vocational College and implement it in practical teaching. By comparing and analyzing the changes in the measurement data of all aspects of the students' abilities before and after the implementation, and collecting and summarizing the views and opinions of teachers and students in this study, the actual teaching effect is evaluated. In order to change the single skill training mode of basic nursing and practice teaching in Higher Vocational College, strengthen the comprehensive quality of nursing students' innovation ability, clinical strain ability and cooperation ability, provide empirical evidence and lay the foundation for follow-up research. Method this study is an empirical study of the reform of teaching model, using questionnaire and experts. This study is divided into three stages: the preparatory stage: the literature study, the expert consultation and the group discussion to form the teaching plan. In the implementation stage, a total of 91 students from two professional classes in the 2015 level nursing specialty in Henan higher vocational college are selected as the research object, and the whole group is divided into random points. For the test group (45 people) and the control group (46 people), there were no statistical differences (P0.05) between the two groups of nursing students' baseline survey in age, school score, innovation ability score and the average grade of the previous semester. The first semester of the grade two was selected as the course of basic nursing, and the same teaching method was adopted for the theory courses of the two groups of nursing students. In practice teaching, in addition to the normal experimental class, the implementation of the different auxiliary teaching programs, the experimental group adopted the auxiliary teaching mode of creative education, the control group adopted the conventional education auxiliary teaching mode, a total of 14 weeks, every week, each time 2 school hours. The evaluation stage: after the end of the course, the comprehensive practice ability assessment of two groups of students was unified. A questionnaire survey was carried out on the innovation ability, and SPSS17.0 software was used to carry out statistical analysis. The results of the two classes of comprehensive practice after the test and the changes in the innovation ability of the two classes of nursing students before and after the test were carried out. The evaluation and analysis of the teaching effect of creating guests were analyzed by the chi 2 test and t test. Through in-depth interviews with the nursing students and teachers in the experimental group, the advantages and disadvantages of the creative nursing practice teaching are further discussed. The interview materials are summarized and analyzed by the 7 step analysis of the phenomenological data of Claizzi. The result of the experiment is to form a nursing creation based on the practical teaching scheme of basic nursing in higher vocational colleges. Learning model, building a guest space combining with the nursing discipline, using a project based SCS teaching method, including 6 creative practice teaching projects and the final summary sharing teaching process, a total of 14 weeks and 28 school hours. The average value of team cooperation was 7.089 and 5.891 respectively, and the average value of clinical strain ability was 27.089 and 23.630 respectively. The difference between the three groups was statistically different (P0.001). In the innovation ability, the Williams creativity score difference was compared before and after the test, and the test group and the control group were 6 and 0.065, respectively. Compared with the TCI-C creative thinking test difference, the test group and the control group were 2.738 and 0.046 respectively. The results showed that the creativity and creative thinking ability of the experimental group were better than the control group after the experiment. There was a statistical difference (P0.001). In the evaluation of the effect of the creation of the creative people, it was found that in addition to the human nursing, the nursing students in the experimental group had a teaching effect on the creation of a guest. The overall recognition degree is above 88%, and the score of Li kte is more than 4. In depth interview to the students and teachers in the test group, the students and teachers are interviewed in depth, with the information saturation as the standard, the total of the 16 students in the interview test group and the total of the 5 teachers participating in the study. In the aspect of lateral thinking, divergent thinking and reverse thinking, it is obvious that the students' interest in learning and the ability to communicate are also obvious. The goal is to think and innovate on the basis of understanding and mastering the knowledge of the nursing students. Conclusion (1) the effect of creating guest education to assist the teaching of basic nursing in Higher Vocational College is good, improve the creative ability of the nursing students, promote the clinical strain ability of the nursing students, the ability of communication and cooperation, the comprehensive promotion of the interest of learning, and the promotion of the teaching and learning. (2) the creation of a guest education. The integration of nursing practice teaching is a new educational idea and teaching method, which has formed a mode of nursing creation, enriches the teaching methods of basic nursing science and practice skills in higher vocational colleges, and provides objective evidence for the reform of nursing practice teaching, which has practical significance.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G712.4;R47-4

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