【摘要】：目的探索綜合設(shè)計(jì)性實(shí)驗(yàn)在高職護(hù)生《內(nèi)科護(hù)理學(xué)》實(shí)驗(yàn)教學(xué)中的運(yùn)用模式,以提高高職護(hù)生的專業(yè)技術(shù)能力、自主學(xué)習(xí)能力、評(píng)判性思維能力及溝通能力,從而為改善高職護(hù)生綜合素質(zhì),培養(yǎng)“應(yīng)用型”人才提供參考。方法選擇2015年秋入學(xué)的311名護(hù)生作為研究對(duì)象。采用抽簽的方式,隨機(jī)將150名護(hù)生作為干預(yù)組,161名護(hù)生作為對(duì)照組。兩個(gè)班學(xué)情等前測(cè)結(jié)果一致或相似,差異不具有統(tǒng)計(jì)學(xué)意義(P0.05)。兩組均在完成《內(nèi)科護(hù)理學(xué)》既定教學(xué)內(nèi)容后,開展實(shí)驗(yàn)教學(xué)。對(duì)照組基于傳統(tǒng)實(shí)驗(yàn)教學(xué)方法進(jìn)行教學(xué),干預(yù)組采用綜合設(shè)計(jì)性實(shí)驗(yàn)教學(xué)方法。分別于教學(xué)前(前測(cè))和教學(xué)后(后測(cè))采用OSCE站點(diǎn)考核、自主學(xué)習(xí)能力量表、評(píng)判性思維能力量表和支持性溝通量表對(duì)教學(xué)質(zhì)量進(jìn)行評(píng)價(jià)。結(jié)果(1)兩組后測(cè)的OSCE站點(diǎn)考核結(jié)果、自主學(xué)習(xí)能力、評(píng)判性思維能力和支持性溝通量表結(jié)果均好于前測(cè),差異有統(tǒng)計(jì)學(xué)意義(P0.05)。(2)干預(yù)組護(hù)理問診、護(hù)理體檢、病例分析、護(hù)理措施、健康教育以及OSCE考核總分后測(cè)評(píng)分分別為(4.31±1.45)分、(8.19±2.33)分、(8.04±1.72)分、(11.04±2.59)分、(8.92±0.96)分、(40.50±8.91)分,均高于對(duì)照組后測(cè)結(jié)果,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。(3)干預(yù)組學(xué)習(xí)動(dòng)機(jī)、計(jì)劃和實(shí)施、自我管理、人際溝通以及自主學(xué)習(xí)能力總分后測(cè)結(jié)果分別為(25.7±5.3)分、(25.9±4.8)分、(17.2±2.8)分、(18.0±2.5)分、(86.8±23.5)分,均高于對(duì)照組,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。(4)干預(yù)組評(píng)判性思維能力后測(cè)結(jié)果為(80.06±17.19)分,高于對(duì)照組,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。(5)干預(yù)組后測(cè)的輔導(dǎo)和咨詢、提供負(fù)面反饋、支持性溝通和溝通總分分別為(17.35±2.09)分、(24.25±4.18)分、(38.31±8.12)分、(79.91±10.52)分,均高于對(duì)照組,兩組差異有統(tǒng)計(jì)學(xué)意義(P0.05)。結(jié)論較之傳統(tǒng)的教學(xué)方法,在高職護(hù)生《內(nèi)科護(hù)理學(xué)》中運(yùn)用綜合設(shè)計(jì)性實(shí)驗(yàn),能夠提升護(hù)生的護(hù)理操作技能,幫助護(hù)生改善自主學(xué)習(xí)能力、形成評(píng)判性思維能力,并且增強(qiáng)溝通能力。
[Abstract]:Objective to explore the application mode of comprehensive design experiment in the experimental teaching of higher vocational nursing students "Internal Medicine Nursing", so as to improve the professional technical ability, autonomous learning ability, critical thinking ability and communication ability of higher vocational nursing students. So as to improve the comprehensive quality of higher vocational nursing students, train "applied" talents to provide a reference. Methods 311 nursing students enrolled in the fall of 2015 were selected as study objects. 150 nursing students were randomly selected as control group by drawing lots. The results of pre-test of the two classes were the same or similar, the difference was not statistically significant (P0.05). Experimental teaching was carried out in both groups after the completion of the established teaching contents of Internal Medicine Nursing. The control group was based on the traditional experimental teaching method, and the intervention group was using the comprehensive design experimental teaching method. The teaching quality was evaluated by OSCE site assessment, self-learning ability scale, critical thinking ability scale and supportive communication scale before and after teaching. Results (1) the results of OSCE site examination, autonomous learning ability, critical thinking ability and supportive communication scale of the two groups were better than those of the pre-test, and the difference was statistically significant (P0.05). (2). The scores of nursing measures, health education and OSCE were (4.31 鹵1.45), (8.19 鹵2.33), (8.04 鹵1.72), (11.04 鹵2.59), (8.92 鹵0.96), (40.50 鹵8.91), respectively, which were significantly higher than those of the control group (P0.05). The total scores of interpersonal communication and autonomous learning were (25.7 鹵5.3), (25.9 鹵4.8), (17.2 鹵2.8), (18.0 鹵2.5), (86.8 鹵23.5), respectively, which were higher than those of the control group (P0.05). (4), the scores of critical thinking ability in the intervention group were (80.06 鹵17.19), higher than those in the control group. The difference was statistically significant (P0.05). (5). The total scores of supportive communication and communication were (17.35 鹵2.09), (24.25 鹵4.18), (38.31 鹵8.12), (79.91 鹵10.52), respectively, which were significantly higher than those of the control group (P0.05), and the total scores of supportive communication and communication were (17.35 鹵2.09), (24.25 鹵4.18), (38.31 鹵8.12), (79.91 鹵10.52), respectively, which were significantly higher than those in the control group (P0.05). Conclusion compared with the traditional teaching method, the comprehensive design experiment can improve nursing operation skills, help nursing students improve their autonomous learning ability and form critical thinking ability. And enhance communication skills.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R47-4;G712

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