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目的探讨中等卫校护理实训操作的教学方法,研究该方法在学生中的作用和地位。方法选择2015年9月~2016年6月12个护理班的学生为研究对象,按随机分组,分为实验组和对照组,实验组教学方法为:病例→美学与规范化示教→培训组长→分组练习→视频→讨论问题→考核。对照组按传统教学方法:视频→示教→练习→考核。结果两组学生十项护理操作考核,实验组优秀与优良率分别为27.3%和47.9%,对照组分别为13.3%和28.3%,两组成绩比较差异有统计学意义﹙P<0.001﹚。学习倦怠现象的比较,即玩手机、打瞌睡、早退人员的比率,实验组分别为7.2%、6.4%、3.1%,对照组分别为24.3%、26.9%、8.0%,实验组明显低于对照组﹙P<0.001﹚。结论通过病例、美学和评判性思维等综合理论启发学生的分析思维能力;培训组长进行分组练习激发学生的主动性,鼓励学生的斗志,取得承上启下的纽带作用,节约教师资源。
Objective To explore the teaching methods of nursing practice training in secondary health schools and study the role and status of the method in students. Methods A total of 12 nursing classes from September 2015 to June 2016 were selected as research subjects and randomly divided into experimental group and control group. The teaching methods of experimental group were as follows: Case → Aesthetic and Standardization Teaching → Training Leader → group practice → video → discuss problems → assessment. The control group according to the traditional teaching methods: video → teaching → practice → assessment. Results The scores of excellent nursing care and excellent care were 27.3% and 47.9% in the experimental group and 13.3% and 28.3% in the control group respectively. There were significant differences between the two groups (P <0.001). The comparison of learning burnout, that is, the rate of playing mobile phone, drowsiness, leaving early, the experimental group were 7.2%, 6.4%, 3.1%, respectively, the control group were 24.3%, 26.9%, 8.0%, the experimental group was significantly lower than the control Group (P <0.001). Conclusion The comprehensive theory of case, aesthetics and critical thinking inspires students’ analytical thinking ability. The group leaders train their students’ motivation, encouraging their morale, getting the connection and saving teachers’ resources.