PBL在护理临床教学中的模型设计分析  

作　　者：刘玲中[1] 周丽华[1] 汤莉[1] 李建云[1] 杨俏兰[1] 

机构地区：[1]广东省第二人民医院护理部,510317

出　　处：《当代医学》2012年第13期163-164,共2页Contemporary Medicine

摘　　要：目的探讨PB(L以问题为基础的学习)在护理临床教学中的模型设计的应用,探索更适宜的护理临床教学方法。方法选取本院护理专业2010届学生120人,随机分成观察组60人、对照组60人,对照组采取传统的实习方法,观察组采取PBL护理临床教学法进行护理实习。实习结束后,全部进行统一的考试,对两组的考试结果进行比较、分析。结果实习结束后,对照组的考试成绩为(69.5±11.1)分;观察组的考试成绩为(84.6±13.2)分。两组在考试成绩上差异有统计学意义(t=9.8256,P<0.05)。对照组的学习效果自评为(77.4±9.9)分;观察组的学习效果自评为(91.1±10.1)分。两组在学习效果自评上差异有统计学意义(t=9.9638,P<0.05)。结论 PBL的护理临床教学模型的设计对护理教育具有重要意义,使学生对护理学习增加了兴趣,显著提高了学习积极性。Objective To explore the problem based learning（PBL） in nursing clinical teaching model design application,to explore more appropriate clinical nursing teaching methods.Methods The nursing professional 2010 students（120 people）,were randomly divided into the observation group（60 people）,control group（60 people）,control group adopted conventional practice methods,the observation group to take the PBL nursing clinical teaching method in nursing practice.After the training,all were unified examination,on two sets of test results were compared,and analyzed.Results After the end of internship,the test scores of control group was（69.5±11.1）scores;the observed group test scores for the（84.6±13.2） points.There was significant difference in test scores of two groups（t=9.8256,P0.05）.The control group learning self assessment for（77.4±9.9）;observation group learning self assessment for（91.1±10.1） points.There was significant difference in learning self assessment of two groups（t=9.9638,P0.05）.Conclusion PBL clinical nursing teaching model for nursing education has an important meaning,so that students of nursing learning increases the interest,to improve the learning enthusiasm.

关 键 词：护理教学 以问题为基础的学习 模型设计 

分 类 号：R-4[医药卫生]