基于PBL教学模式对护生综合能力培养的实践研究  

Practical research based on PBL teaching mode for cultivating comprehensive ability of nursing students

作　　者：邹继华[1] 谷晓丽[2] 赵庆杰[2] 蒋红梅[1] 贾红红[1] 

机构地区：[1]哈尔滨医科大学大庆校区护理学院,黑龙江大庆163319 [2]哈尔滨医科大学附属第二医院,黑龙江哈尔滨150001

出　　处：《中国高等医学教育》2013年第12期106-107,共2页China Higher Medical Education

基　　金：黑龙江省高等教育学会"十二五"教育科学研究规划课题(编号:HGJXHB2110667)

摘　　要：目的:了解PBL教学模式对培养和提高护生综合能力的效果。方法:随机抽取2008级护理本科2个班为实验组,2个班为对照组。实验组采用PBL教学模式,对照组采用传统教学模式进行教学。结果:两组学生综合能力总分、自主学习能力、解决问题能力、团结协作能力比较有极显著性差异(P<0.01);利用信息和评判性思维能力有显著性差异(P<0.05);健康教育和沟通交流能力无差异(P>0.05);毕业考试成绩总分及主观题得分比较有显著性差异(P<0.01);客观题得分及期末考试成绩比较无差异(P>0.05)。结论:PBL教学模式有助于培养和提高护生的综合能力。Objective： To understand the effectiveness of PBL teaching mode on cultivating and enhancing nursing students＇comprehen- sive ability. Methods： Two classes were randomly selected for the experimental group, two classes for the control group, in 2008 four nursing undergraduate classes. Experimental group adopted PBL teaching mode, while controlled group adopted the traditional teaching mode. Results ： Compared with the two groups, their total score of comprehensive ability, autonomic learning ability, ability of solving problems,uniting and cooperating with students all have extremely significant difference （P 〈0. 01 ） ;their critical thinking and ability to access the information also have significant difference （ P 〈 0.05 ） ; the ability of health education, connecting and communicating have no statistical significance （ P 〉 0. 05 ） ; the total score of the graduation exam and the part of subjective questions have significant difference （P 〈0. 01 ）, The score of the courses＇final exam and the objective questions of the graduation exam have no statistical signif- icance （P〉 0.05）. Conclusion ： The PBL teaching mode helps to cultivate and enhance the comprehensive ability of nursing students.

关 键 词：护理教育 PBL教学模式 综合能力 

分 类 号：G642[文化科学—高等教育学]