行动导向教学法对手术室临床带教护生学习能力的影响  

The Effect of Action-oriented Pedagogy on Clinical Nursing Students' Learning Ability in Operation Room

作　　者：林红玉[1] 孙永红[1] 崔莉青[1] 龚艳[1] 杨金梅[1] LIN Hongyu;SUN Yonghong;CUI Liqing;GONG Yan;YANG Jinmei(Operating Room,The Affiliated Tumor Hospital of Xinjiang Medical University,Urumqi Xinjiang 830011,China)

机构地区：[1]新疆医科大学附属肿瘤医院手术室,新疆乌鲁木齐830011

出　　处：《中国继续医学教育》2018年第22期16-18,共3页China Continuing Medical Education

基　　金：新疆医科大学护理学院Ⅲ期教育教学改革与研究项目(HLYG-2016-08)

摘　　要：目的讨论行动导向教学法对手术室临床带教中护生的学习能力的影响。方法选择2016年7月—2017年6月拟进行手术室实习的60例护生作为研究对象。按随机数字表法,将其分成两组,每组各30例;对照组护生给予传统一对一带教方法,观察组护生采用行动导向教学法;3个月后,比较两组护生学习能力的差异。结果 3个月后,观察组护生问题分析思考、团队协作、主动学习、解决问题及沟通能力评价得分均高于对照组,差异具有统计学意义(P<0.05)。结论行动导向教学方式能够明显提高手术室临床实习护生各方面学习能力,提高手术室护理教学质量,有利于临床实际问题的解决,在临床带教中推广价值高。]Objective To discuss the effect of action oriented pedagogy on the learning ability of nursing students in clinical teaching in operation room. Methods 60 nursing students from operation room from July 2016 to June 2017 were selected as research subjects. According to the random number table method, they were divided into two groups, 30 cases in each group. The nursing students in the control group were given the unified teaching method, while the observation group adopted the action oriented teaching method. After 3 months, the differences in learning ability between the two groups were compared. Results After 3 months, the scores of nursing students＇ analysis and thinking, team cooperation, active learning, problem solving and communication ability were all higher than those of the control group, and the difference was statistically signifcant （P 〈 0.05）. Conclusion Action oriented pedagogy can signifcantly improve the learning ability of clinical practice nursing students in all aspects, and the quality of nursing teaching in operation room, can help solve clinical practical problems, it has high value in clinical teaching.

关 键 词：行动导向教学 手术室临床带教 团队协作 沟通能力 学习能力 护理实践 

分 类 号：G642[文化科学—高等教育学]