PBL联合工作坊在康复护理学教学中的应用  

Teaching practice of problem-based learning and workshop in the course of Rehabilitation Nursing

作　　者：史艳莉[1] 颜巧元[2] 陈劲[1] 王加谋[1] 

机构地区：[1]武汉轻工大学医学技术与护理学院,湖北武汉430026 [2]华中科技大学同济医学院附属协和医院护理部

出　　处：《护理学杂志》2013年第21期67-69,共3页

基　　金：教育部护理学专业职教师资开发项目(VTNE069);湖北省高等学校省级教学研究项目(2012318)

摘　　要：目的以《康复护理学》为切入点,探讨以问题为导向学习联合工作坊(PBL-Workshop)教学法的教学效果。方法将60名护理专业全日制在校本科学生随机分为对照组28名、实验组32名。对照组按传统方法教学,实验组从教学准备、教学实践和教学反馈3个阶段采用PBL-Workshop教学法教学,从学生综合成绩、师生满意度和专家评定3个方面评价教学效果。结果实验组的操作考核成绩显著高于对照组(P<0.01);学生和老师对PBL-Workshop教学法认可度高(均P<0.05);专家对PBL-Workshop教学法给予充分肯定。结论康复护理教学中引入PBL-Workshop教学法,有助于培养和提高学生的自主学习能力,有利于高素质的师资队伍建设。Objective To explore the teaching effects of problem-based learning （PBL） and workshop applied in the course of Reha- bilitation Nursing. Methods Totally, 60 full-time undergraduate nursing students were randomly divided into a control group of 28 and an experimental group of 32. The control group were subjected to traditional teaching method, while the experimental group were assigned to join PBL and workshops in such 3 stages as making preparation, teaching, and feedbacks. The teaching effect was evaluated from three aspects of studentsr overall scores, teachers＇ and students satisfaction and experts evaluation. Results The skill score of the experimental group was significantly higher than that of the control group （P〈0.01） ; the experimental group and their teachers showed higher satisfaction than their counterparts （P〈0.05 for both） ; the experts gave full affirmation to the tea- ching practice with PBL and workshops. Conclusion Introduction of PBL and workshops into teaching practice of rehabilitation nur- sing helps cultivate students＇ learning autonomy, and improve the quality of teachers.

关 键 词：护理专业 学生 康复护理 工作坊教学 以问题为导向学习法 护理教学 

分 类 号：R47[医药卫生—护理学] G424.1[医药卫生—临床医学]