| 来小彬,陈暐,赖雁妮,钱晓路,胡雁.分组教学对护生基护技能学习的效果评价[J].上海护理,2019,19(6): |
| 分组教学对护生基护技能学习的效果评价 |
| The effects of group-based study on skill learning among nursing students |
| DOI： |
| 中文关键词: 基础护理 护理技能 护理教育研究 教学方法 护理教育研究 |
| 英文关键词:Nursing NursingSEducation Research Teaching Methods. |
| 基金项目:复旦大学护理学院护理科研基金(FNEF201602) |
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| 中文摘要: |
| 目的 评价结合对分课堂和团体比赛的分组教学在基础护理操作技能基护技能实训教学中的效果。方法 于2017年上半年，邀请一年级高职护生39名，分为3个小班参加采用单盲群组随机交叉对照研究。研究第1阶段：将三个小班随机分为对照组（2个班）和观察组（1个班）。对照组采用现有的实训教学模式，观察组采用分组教学模式，包括练习课中融入对分环节课堂、考核课中采用团体比赛；。完成三项基护技能学习。第2阶段：两组互换后，完成后三项基护技能的学习。在实施前后通过技能考核、观察、问卷等方法对教学效果进行评价比较对照组和观察组在基护技能考核成绩、练习意愿、课下练习时间、课程满意度之间的差别。 结果 研究初始实施前两组学生在人口社会学、第一学期成绩、练习意愿、课程满意度等方面无显著性差异。两个阶段的对照组和观察组数据合并分析，实施后显示观察试验组的课程满意度均值显著高于对照组（P=0.036），但两组在练习意愿、技能考核成绩、课下练习时长等方面无显著性差异。。其中，试验组观察组在“与练习搭档以外的同学讨论增多（P=0.023）”和“与班里同学交流增多（P=0.021）”两个满意度条目的得分显著高于对照组。两组在练习意愿、技能考核成绩、课下练习时长等方面无显著性差异。结论 分组教学可促进学生间的讨论交流，因而提高了对课程的满意度，但对基护技能的掌握无明显影响。 |
| 英文摘要: |
| Objective: To evaluate the effects of group-based study on nursing skill learning among nursing students for associated degree.
Methods: This is a single-blinded cluster randomized controlled trial with crossover design. In the control group, the nursing skills were taught with the routine teaching mode. In the intervention group, the skills were taught with the new teaching mode, in which Presentation-Assimilation-Discussion (PAD) class and group competition were used on the class. The effects of two teaching modes were compared by skill examination, observation, and questionnaires.
Results: Before the two teaching modes were implemented, there were no significant differences in the demographic characteristics, course grade, the scores of willingness to practice, and the scores of satisfaction with the teaching mode. After the implementation of two teaching modes, the intervention group reported significantly higher scores of satisfaction than the control group. In the satisfaction questionnaire, the nursing students in the intervention group reported significantly higher scores in two items than those in the control group, which were “Discussing with other students besides my practice partner (P=0.023)” and “Having more communication with my classmates (P=0.021)”. No significant differences were found in the scores of willingness to practice, skill examination, and duration of practice after class.
Conclusion: Group-based study enhances the communication and discussion among the nursing students, which leads to higher satisfaction with the class. It has similar impacts on mastering nursing skills, comparing with the routine teaching mode. |
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