PBL教学法在护理本科实习护生临床教学中的应用  

Application of PBL teaching model in clinical education of undergraduates nurses

作　　者：干锦华[1] 顾琼[1] 苏敏[1] 刘利[1] 陈莹[1] 

机构地区：[1]泸州医学院附属医院眼科,四川泸州646000

出　　处：《现代临床护理》2012年第10期50-52,共3页Modern Clinical Nursing

基　　金：泸州医学院教育教学改革项目;项目编号为0310097

摘　　要：目的探讨以问题为中心(problem based learning,PBL)教学法在护理本科实习护士学生(以下简称护生)临床教学中的应用效果。方法将120名在眼科实习的护生,按临床实习时间分为实验组和对照组,每组各60名。实验组采用PBL教学法,对照组采用传统教学方法。实习6w后,比较两组护生理论知识和技能等各种考核成绩的差异,并同时调查两组护生对临床教学质量的反馈情况。结果实验组护生理论知识和技能等各种考核成绩均优于对照组,83.33%的护生认为PBL教学法可提高学习兴趣、自学能力、临床思维能力、沟通能力和整体护理能力,与对照组比较,均P<0.01,差异具有统计学意义。结论 PBL教学法能使护生更好地将护理理论知识与临床实践相结合,提高了护生临床护理理论和操作水平等综合能力,值得在临床护理教学中推广应用。Objective To investigate the effect of PBL on the clinical education of nursing undergraduate students. Methods 120 undergraduate nurses were randomly divided with equal number into PBL （problem-based learning） group and the non-PBL group during their internship. The PBL group received PBL, while the non-PBL group was taught using traditional teaching model. 6 weeks after the clinical practice, the two groups were compared in scores of theoretical knowledge and skills assessment,. The students from the two groups were interviewed about their feedback on the quality of clinical education. Results The test scores of theoretical knowledge and skills assessment in PBL group were higher than those in the control group. 83.33% of the PBL group believed PBL could increase their interest in learning, self-learning ability, clinical thinking ability, communication skills and overall care capacity, each showing significant difference compared with those of the non-PBL group （P 〈 0.01 ）. Conclusion PBL can better the integration of nursing theoretical knowledze and clinical practice and imvrove the comnrehensive ability of nursing students.

关 键 词：护理本科学生 临床实习 PBL教学法 护理教学 

分 类 号：R-4[医药卫生]