以建构主义学习理论为导向本科护生临床见习调查  

AN INVESTIGATION OF CLINICAL LEARNING OF UNDER GRADUATE NURSE STUDENTS GUIDED BY CONSTRUCTIVISM

作　　者：李蓓蓓[1] 王力[1] 

机构地区：[1]青岛大学医学院护理学院,山东青岛266021

出　　处：《青岛大学医学院学报》2010年第3期271-274,共4页Acta Academiae Medicinae Qingdao Universitatis

摘　　要：目的了解以建构主义学习理论为导向的本科护生临床见习现状。方法以建构主义学习理论为指导,自行设计问卷对342名本科护生的临床见习现状进行调查。问卷分为4个维度,调查护生见习中的老师、学生、组织和见习效果状况。结果总体均分为（3.37±0.40）分,老师维度均分（3.27±0.56）分,学生维度均分（3.52±0.51）分,组织维度均分（3.08±0.46）分,效果维度均分（3.58±0.46）分。不同性别、不同见习地点护生自评见习现状均分差异有统计学意义（t=2.501~3.161,F=8.071~28.049,q=3.64~9.88,P〈0.05）。逐步回归分析显示,老师、学生、组织均是影响见习效果的重要因素。结论临床见习对护生知识的理解、累积、深化具有重要作用,见习的组织管理和老师的引导性是提高见习效果的关键。Objective To understand the current situation of clinical training for undergraduate nurses under the guidance of learning theory of eonstructivism. Methods A self-designed questionnaire was employed to survey 342 undergraduate nurses based on constructivism. The survey included four dimensions： teachers, students, organization and results. Results The overall equipartition was 3, 37± 0.40; the dimension equipartition of teacher was 3.27 ±0.56; that of students, 3.52 ±0.51; that of organization, 3.08±0.46; and that of the result of clinical learning on the job, 3.58±0.46. And the differences between equipartition for different gender, and different places for training were statistically significant （t=2. 501-3. 161 ,F=8. 071-28. 049,q= 3.64-4.12,P〈0. 01）. The stepwise regression analysis demonstrated that teachers, students and organization were important factors influencing the outcome of learning. Conclusion Learning on the job clinically plays an important role for nurse students in apprehension, accumulation and intensify of the knowledge they have learned, the management of organization and the conduction of teachers are the key points of raising the efficiency of learning.

关 键 词：临床 护理 教学 建构主义 数据收集 

分 类 号：R47-4[医药卫生—护理学]