临床护理教师有效教学行为的模式构建  

Model construction of effective teaching behaviors of clinical nursing teachers

作　　者：赵杰刚[1] 王宏运[2] 王祎[1] 陈士芳[3] 

机构地区：[1]河南科技大学临床医学院教学办,洛阳471003 [2]河南科技大学临床医学院,洛阳471003 [3]河南科技大学临床医学院神经内科,洛阳471003

出　　处：《中华现代护理杂志》2011年第34期4187-4190,共4页Chinese Journal of Modern Nursing

基　　金：基金项目：河南省教育教学改革项目（2009Z-007）

摘　　要：本文对1所省级教学医院368名护生的实习感想进行了质性归纳性分析。以实习护生在实习感想中的描述为文字资料，抽出了给护生心理带来良性影响的临床护理教师的教学行为，共获取了3个类概念和13个种概念。质性研究表明临床护理教师的教学行为可刺激护生产生利于学习、成长的良性心理；护理教师可有意识地实施带教行为，为护生提供一个高品质的实习环境。In this paper, 368 nursing students conducted a qualitative impression practice inductive analysis in a provincial teaching hospital. To practice nursing students in the feelings described in the text information out of the nursing students to bring positive psychological impact of the teaching behaviors of clinical nursing teachers, a total concept for the three categories and 13 kinds of concepts was obtained. Qualitative research shows that teaching behaviors of clinical nursing teachers can stimulate the production of healthy psychology of learning and growth; nursing teachers can consciously act of teaching in the implementation, in order to provide nursing students a high quality practice environment.

关 键 词：教育 护理 护理教师 教学行为 护生 

分 类 号：R-4[医药卫生]