探索挑战式教学在护理人际沟通课程中的应用效果  

Explore the Challenges Teaching Application in Nursing Interpersonal Communication Effect

作　　者：李艳荣[1] 金瑞华[1] 郑洁[1] 罗丹[1] 

机构地区：[1]山西医科大学护理学院,山西太原030001

出　　处：《中国医学创新》2016年第13期75-78,共4页Medical Innovation of China

基　　金：2009年山西省普通本科高等教育教学改革项目(晋教高函[2009]44号)

摘　　要：目的:探讨挑战式教学在护理人际沟通课程中的应用效果。方法:从本校2012级护理专业本科生中随机抽取两个班,其中一个班作为试验组,采用挑战式教学;另一个班为作对照组,采用传统教学,每组各34名学生。教学任务结束之后,比较两组学生的考试成绩、合作能力及自主学习能力。结果:两组学生的理论成绩比较差异无统计学意义(P>0.05);试验组的实践能力得分高于对照组,两组比较差异有统计学意义(P<0.01)。试验组的合作能力及自主学习能力总分均高于对照组,两组比较差异均有统计学意义(P<0.01)。结论:挑战式教学能有效提高学生实践能力(问诊+健康教育)、合作能力和自主学习能力。Objective：To evaluate the outcomes of teaching with challenge in the course of nursing interpersonal communication.Method：Two classes of nursing undergraduate students in our school were selected from grade 2012, one class as the experimental group was given the challenge teaching, the other as the control group was given the traditional teaching,34 cases in each group.After teaching,two groups＇ test scores,cooperation ability and autonomous learning ability were compared.Result： Compared the test theory result of two groups, the difference was no statistically significant（P〈0.05）.The practice ability score of experimental group was higher than that of the control group,the difference was statistically significant（P〈0.01）.Experimental group students＇ cooperation ability and autonomous learning ability were higher than that of the control group,the differences were statistically significant（P〈0.01）.Conclusion：Challenge teaching can effectively improve the students＇ practical ability（interrogation＋health education）,cooperation ability and autonomous learning ability.

关 键 词：护理教育 挑战式教学 人际沟通 教学方法 

分 类 号：R47-4[医药卫生—护理学]