护理本科生体验性教学的设计与应用效果  

Design and effect of experiential learning on undergraduate nursing students

作　　者：张欢[1] 李杨[1] 梁涛[1] 黄宝延[1] 

机构地区：[1]北京协和医学院护理学院,北京100144

出　　处：《护理学杂志》2018年第5期72-75,共4页Journal of Nursing Science

基　　金：北京协和医学院2016年青年医学教育学者计划(2016zlgc0715)

摘　　要：目的探讨体验性教学方法在临床护理课程中的应用效果。方法以2013级护理本科生为对象,将临床护理学中的部分教学内容整合成为体验课程,通过确定教学目标、情境设置、预设体验任务,借助体验道具的使用,使学生同时体验患者的躯体及心理感受,并由教师带领完成引导性反馈。实验课程结束后,发放调查表了解学生对体验式教学效果的评价。结果 75.9%的学生认为这种教学方式很有必要,24.1%认为有必要;70.4%的学生对体验性教学的组织和安排非常满意,29.6%满意;100.0%的学生认为可以帮助自己从患者的角度出发提供照顾。结论体验性教学有利于提高教学效果,能在学生的职业道德和精神培养中发挥较好作用。Objective To design experiential learning in clinical nursing courses and to explore the effect. Methods Undergraduate nursing students of Grade 2013 were recruited to receive experiential learning. Some chapters were integrated for experiential lear- ning. By setting teaching objectives, theatres and experiential tasks, as well as by using props, students were engaged in the tuto- ring and were mentored to complete instructive feedbacks. Students＇ evaluation of learning effect was surveyed after completion of the course. Results Greater than seventy percent （75.9% ） of students thought high necessity of experiential learning and 24.1% of them convinced moderate necessity. About 70.4% of them very satisfied with organization and arrangement of the learning, and 29.6% fairly satisfied. All students believed the learning could help them provide care more attuned to patients＇ needs. Conclusion Experiential learning could improve teaching effect and contributes to cultivation of students＇ moral accountability.

关 键 词：护理本科生 护理教育 体验性教学 脑血管病患者 人文教育 引导性反馈 

分 类 号：R47[医药卫生—护理学] G424.2[医药卫生—临床医学]