以病例为导向的整合式教学模式在口腔护理教学中的应用  

Research on integrated classroom teaching model oriented by cases in teaching of oral nursing care

作　　者：朱金艳[1] 杨静远[2] 范小兰[3] 张和平[1] 徐静[1] Zhu Jinyan Yang Jingyuan Fan Xiaolan Zhang Heping Xu Jing(Nursing Department, Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, China Department of Prosthodontics, Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, China Central Sterile Supply Department, Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, China)

机构地区：[1]温州医科大学附属口腔医院护理部,325000 [2]温州医科大学附属口腔医院口腔修复科,325000 [3]温州医科大学附属口腔医院消毒供应中心,325000

出　　处：《中华现代护理杂志》2016年第31期4545-4549,共5页Chinese Journal of Modern Nursing

基　　金：浙江省2013年高等教育课堂教学改革项目（kg2013240）

摘　　要：目的：探讨以病例为导向的整合式教学模式在口腔护理教学的应用效果，以期为口腔护理寻找到新型教学方法，提高护生临床综合能力。方法选取温州医科大学护理学院护理系287名本科护生为研究对象，采用随机数字表法随机分为对照组与观察组，对照组采用传统授课教学法，观察组采用以病例为导向的整合式课堂教学法。采用调查问卷的方式比较两组护生自主学习能力、批判性思维能力及对教学满意度的差异。结果教学前两组护生自主学习能力、批判性思维能力得分比较差异无统计学意义（ P〉0.05），但在完成教学后，观察组护生自主学习能力、批判性思维能力得分高于对照组护生，差异有统计学意义（P〈0.05）；观察组护生对教学满意度得分为（91.97±11.37）分，高于对照组的（84.43±10.12）分，差异有统计学意义（P＝0.006）；观察组护生口腔护理学临床能力考核成绩为（83.47±8.19）分，高于对照组的（71.86±6.23）分，差异有统计学意义（P＝0.001）。结论以病例为导向的整合式课堂教学模式有利于培养护生自主学习能力、批判性思维能力及临床实践能力。Objective To investigate the application effect of integrated classroom teaching model oriented by cases in teaching of oral nursing care, and seek a new teaching model, to improve the clinical comprehensive ability of nursing students. Methods Totally 287 undergraduate nursing students of Wenzhou Medical University were selected as the research object, and were divided into the control group and the observation group randomly. The control group adopted the traditional teaching method, while the observation group adopted the integrated classroom teaching model oriented by cases. The autonomous learning ability, critical thinking ability and satisfaction of nursing students between two groups were compared by questionnaire. Results There were no differences between two groups in nursing students′ autonomous learning ability and critical thinking ability before teaching （P〉0.05）, but after teaching, the scores of autonomous learning ability and critical thinking ability of students in the observation group were significantly higher than those of students in the control group （P〈0.05）. The students′ satisfaction towards teaching in the observation group （91.97±11.37） was significantly higher than that of the control group （84.43±10.12） （P=0.006）. The examination results of oral care clinical ability in the observation group （83.47±8.19） were significantly higher than that in the control group （71.86±6.23） （P=0.001）. Conclusions The integrated classroom teaching model oriented by cases can increase nursing students′ autonomous learning ability, critical thinking ability and clinical practice ability, and improve the learning enthusiasm and comprehensive ability of nursing students.

关 键 词：教学 病例 口腔护理 

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