虚拟教学法在重症监护技能教学中的应用效果  

Effects of virtual teaching method on intensive care skills teaching

作　　者：方敏[1] 杨宝义[1] 汪蓉[1] 郭学珍[1] 曾雪[1] 

机构地区：[1]湖北医药学院附属太和医院重症医学科,十堰442000

出　　处：《中华现代护理杂志》2016年第2期258-260,共3页Chinese Journal of Modern Nursing

基　　金：基金项目：湖北省教育科学“十二五”规划2011年度课题（20118511）

摘　　要：目的 探讨虚拟教学法在重症监护技能教学中的应用效果.方法 选取我校262名护理专业学生为研究对象,随机分为两组,对照组131名学生采用传统的实验教学方法,实验组131名学生在此基础上采用虚拟教学方法.比较两组学生的课程考核成绩、一般自我效能和评判性思维能力.结果 实验组学生的课程考核成绩为（84.12±5.32）分,自我效能（2.72±0.35）分,整体评判性思维能力为（293.21±5.71）分,均优于对照组,差异有统计学意义（t值分别为-8.47,-11.66,-15.45;P〈0.01）.结论 虚拟教学法能激发学生对实验课更大的兴趣,提高其考核成绩、自我效能和评判性思维能力,为学生以后进入临床工作奠定了一定的基础.Objective To explore the effects of virtual teaching methods on intensive care skills teaching. Methods A total of 262 nursing students were randomly divided into two groups： intervention group （ n=131 ） and control group （ n =131 ） . The patients of two groups were received traditional experimental teaching methods and intervention group also received the virtual teaching methods. The scores of course evaluation, general self-efficacy and critical thinking ability were evaluated. Results In the intervention group, the scores of course evaluation, self-efficacy and critical thinking ability were （84. 12 ± 5. 32）,（2. 72 ± 0. 35） and （293. 21 ± 5. 71） which were better than those in the control group （ t= -8. 47,-11. 66,-15. 45;P〈0. 01）. Conclusions The virtual teaching methods can stimulate learning interests of students and improve the scores of course evaluation, self-efficacy and critical thinking ability.

关 键 词：教育 护理 重症监护 自我效能 评判性思维 虚拟教学法 

分 类 号：G642.4[文化科学—高等教育学] R47-4[文化科学—教育学]