护理专业学生对临床情境下基于问题的学习问诊体验的研究  

Qualitative research on the experience of nursing students in PBL history taking learning in clinical settings

作　　者：李娟[1] 胡琛[1] 朱大乔[1] 张晓云[1] 徐燕[1] 周兰姝[1] 

机构地区：[1]第二军医大学护理学院,上海市200433

出　　处：《中华护理教育》2014年第1期22-26,共5页Chinese Journal of Nursing Education

基　　金：上海市重点学科建设项目资助(编号:B903);上海市教委重点课程建设立项资助(编号:〔2011〕48-274);第二军医大学护理学院教学研究与改革立项(编号:[2012]35-2)

摘　　要：目的探讨学生对临床情境下基于问题的学习(problem-based learning,PBL)问诊的体验。方法对12名完成临床PBL问诊学习的学生进行半结构式访谈,了解学生的体验,用Colaizzi内容分析法对资料进行分析。结果共提取"压力与挑战""应对方式""感知的教师支持""收获与反思"4个主题。结论基于临床PBL的问诊学习有助于培养学生的问诊技能、提升护理专业认同感。建议下一步在学生进入临床问诊前增加基于标准化病人的模拟问诊教学和病历书写教学。Objective To explore the experience of nursing students in PBL history taking learning in clinical settings. Methods Twelve nursing students who had experienced PBL interviewing learning in clinical settings were interviewed with a semi-structured guide. The data was analyzed using the method of Colaizzi content analysis. Results Four themes were extracted including stress and challenge,coping strategy,perceived instructors＇ support, gain and reflection. Conclusion PBL history taking learning in clinical settings can contribute to the improvement of nursing students＇ knowledge and skills,and promotion of nursing students＇ professional identity. Simulation histo- ry taking teaching based on standardized patients and medical record are suggested for further teaching reform.

关 键 词：学生 护理 基于问题的学习 问诊 质性研究 

分 类 号：R47-4[医药卫生—护理学]