论文部分内容阅读
目的：应用逻辑起点理论对网络学院专升本（实验班）的学生进行毕业实训课程设置与实施，以促进学生的综合实践能力提高，使其达到临床护理对本科生的能力要求。方法：基于岗位工作任务完成患者的整体护理，学生提交一份典型的综合病例，并围绕该病例完成以下实训课程。项目内容包括：书写一份基于病情变化的个性化护理计划；开展与病例相关的健康教育活动；针对病例涉及的知识点进行教学问答并对学习效果进行评价。结果：首届实验班共18名同学，其中11名同学考核合格；学生综合评定的最高分为89.00分；中位分值为71.75分，其中临床典型病例22.00分、临床护理计划10.50分、多选题及解析16.00分、专题授课或科普视频宣教13.00分。结论：以逻辑起点理论为依据的护理实践课程的设置和实施，可促进学生用科研思维方法解决临床问题，使学生学会拆分目标和自我规划，自我完善学习目标。“,”Objective: To improve students’ comprehensive practice ability so as to meet requirements of the clinical nursing undergraduate by applying the theory of logical starting point to set and implement graduate practice courses for upgraded training students from the network school (experimental classes). Methods: Firstly, students accomplished the patient’s overall care based on their working task. Then they submitted a typical case nursing plan and completed the following practice courses according to the case. The contents of the project included: writing an individualized nursing care plan based on the changes of condition; conducting health education activities relating to the case; asking and answering questions for knowledge points involved in the case and evaluating the learning effects. Results: Totally, 18 students involved in the experimental class at the ifrst session and 11 of them were qualiifed. The highest score of the comprehensive assessment was 89.00 and the median score was 71.75. Besides, the score of clinical typical cases, clinical nursing plans, multiple choices questions and analysis, giving a lecture by PPT or making a popular science video were 22.00, 10.50, 16.00, and 13.00, respectively. Conclusions: The setting and implementation of nursing practice courses based on the theory of logical starting point can promote students to solve clinical problems with scientiifc thinking methods and can help students learn to break up targets, and to make plans and improve learning goals by themselves.