＂3＋1＋1＂人才培养模式对5年制高职护生关键能力的影响  

Effects of ＂3＋1＋1＂ talent cultivation model on key competency in five-year higher vocational nursing students

作　　者：许萍[1] 邵阿末[1] 程若莺[2] 曾金艳[1] 朱杰敏[1] 许仙英[1] 曹岳蓉[3] 朱晓燕 Xu Ping;Shao Amo;Cheng Ruoying;Zeng Jinyan;Zhu Jiemin;Xu Xianying;Cao Yuerong;Zhu Xiaoyan(School Administration,Wuxi Higher Health Vocational Technology School,Wuxi 214028,China;Nursing Faculty,Wuxi Higher Health Vocational Technology School,Wuxi 214028,China;Nursing Department,Jiangyin People＇s Hospital,Wuxi 214400,China)

机构地区：[1]无锡卫生高等职业技术学校校部,214028 [2]无锡卫生高等职业技术学校护理系,214028 [3]江阴市人民医院护理部,无锡214400

出　　处：《中华现代护理杂志》2018年第28期3461-3464,共4页Chinese Journal of Modern Nursing

基　　金：江苏省教育科学研究院职业教育教学改革研究课题（ZYB33）

摘　　要：目的探讨“3＋1＋1”人才培养模式对5年制高职护生关键能力培养的效果。方法采用便利抽样法，2015年3月选择无锡卫生高等职业技术学校2013级5年制高职临床护理专业共80名护生为研究对象，将80名护生按班级分为试验组和对照组，试验组38名护生、对照组42名护生，试验组护生采用“3＋1＋1”人才培养模式，对照组护生采用传统的“4＋1”培养模式。采用《5年制高职护生关键能力评价指标体系》对两组护生进行测评，同时比较两组护生的理论和技能考核成绩。结果第2．5学年结束时两组护生关键能力比较差异无统计学意义（P〉0．05），第4学年结束时试验组护生关键能力得分高于对照组，差异有统计学意义（P〈0．05）。第2．5学年结束时两组护生理论和技能成绩比较差异无统计学意义（P〉0．05），第4学年结束时试验组护生理论和技能成绩高于对照组，差异有统计学意义（P〈0．05）。结论“3＋1＋1”人才培养模式可提升护生的关键能力及学业成绩。Objective To explore the effects of ＂3＋1＋1＂ talent cultivation model on key competency in five-year higher vocational nursing students. Methods In March 2015, we selected five-year 80 higher vocational nursing students majoring in clinical nursing in 2013 of Wuxi Higher Health Vocational Technology School as subjects by convenience sampling. All of the 80 nursing students were divided into experimental group （n=38） and control group （n=42） according to classes. Nursing students of experimental group received the ＂3＋1＋1＂ talent cultivation model. Nursing students of control group were treated with the ＂4＋1＂ cultivation model. The evaluation index system for key competency of five-year higher vocational nursing students was used to evaluated nursing students of two groups. We also compared the theoretical achievement and skills performance of nursing students between two groups. Results There were no statistical difference in key competency of nursing students between two groups at the end of the 2.Sth school year （P〉0.05）. The score of key competency of nursing students in experimental group was higher than that in control group at the end of the fourth school year with a significant difference （P〈0.05）. There were no statistical differences in theoretical achievement and skills performance of nursing students between two groups at the end of the 2.5th school year （P〉0.05）. The theoretical achievement and skills performance of nursing students in experimental group were higher than that in control group at the end of the fourth school year with significant differences （P〈0.05）. Conclusions The ＂3＋1＋1＂ talent cultivation model can improve nursing students＇ key competency and school achievement.

关 键 词：学生 护理 “3+1+1”人才培养模式 合作 高职 关键能力 

分 类 号：G712[文化科学—职业技术教育学] R47-4[文化科学—教育学]