基于PBL的参与式教学模式在临床护理师资培训中的应用  

Effect of Problem-based Learning and Participating Teaching Approach on Training of Clinical Nursing Teacher

作　　者：黄美凌[1] 陈云[1] 王慧馨[1] 

机构地区：[1]广州医学院第三附属医院护理部,广东广州510050

出　　处：《护理学报》2011年第22期23-26,共4页Journal of Nursing（China）

基　　金：广东省护理学会护理科研资金项目(B2009020)

摘　　要：目的探讨基于PBL的参与式教学模式在临床带教老师的师资培训中应用的效果。方法选择参加院内师资培训的临床护理带教老师作为研究对象共60名。采用基于PBL的参与式教学模式进行培训。培训结束后临床带教老师对培训方式进行满意度及效果评价,并于培训前后对临床带教老师的教学能力进行评估。结果参加培训的临床带教老师对该培训模式满意度较高,在培训效果的自我评价中对本次培训除开阔思路的满意度为67%外,在培训内容、培训方式、提高教学技巧和提高教学能力等方面满意度较高,满意度达85%~90%。培训后教学方法与技巧、教学内容管理及教学评价3个方面的得分明显高于培训前,差异有统计学意义（P〈0.05）。结论基于PBL的参与式教学模式比传统讲授式教学模式更有优势,能有效提高临床护理师资培训的教学质量。Objective To explore the effect of problem-based learning（PBL） and participating teaching approach on the training of clinical nursing teacher.Methods A total of 60 nursing teachers were trained by problem-based learning and participating teaching approach.Results Most of the participants were satisfied with the training,particularly with training content and approach.The investigation after the training indicated that teaching approach and skills,training content and evaluation were improved noticeably,which suggested statistical significance（P0.05）.Conclusion Problem-based learning and participating teaching approach performs better than traditional training model,which proves to be practical and effective.

关 键 词：PBL 参与式教学模式 临床带教老师 师资培训 

分 类 号：G424.1[文化科学—课程与教学论]