Sandwich教学法在护理本科生临床实习小讲座中的应用  

Application of Sandwich Teaching Method in Clinical Practice Lectures for Undergraduate Nursing Intern

作　　者：王娇[1] 彭倩[1] 甘秀妮[1] WANG Jiao;PENG Qian;GAN Xiuni(Department, The SecondAffiliated Hospital of Chongqing Medical University, Chongqing 400010,China)

机构地区：[1]重庆医科大学附属第二医院护理部

出　　处：《中国继续医学教育》2019年第26期16-19,共4页China Continuing Medical Education

基　　金：2016年重庆医科大学教育教学研究项目(JY160216)

摘　　要：目的探讨Sandwich 教学法在在护理本科实习生小讲座的应用效果。方法将本院2018 ~ 2019 学年度护理本科实习生120 人随机分为试验组和对照组各60 名,对照组采用传统教学法,即老师结合PPT讲授学生聆听的这种临床小讲座模式,试验组采用Sandwich 教学法,包括教学前准备-教师开场白-提出问题-讨论环节-集中学习-教师总结-金鱼缸环节-反馈这8 个步骤。在实习生出科时比较两组理论考核成绩和教学满意度情况。结果试验组出科理论考核成绩显著高于对照组[(94.00±4.31)分vs .(91.00±7.62)分,t = 2.736,P = 0.007];教学效果满意度方面,在授课时间分配,调动课堂氛围,调动学习积极性,提升学生课堂参与度,加深本次讲座内容的印象,提高分析解决问题的能力,提高语言表达能力,讨论的问题难易度上试验组显著优于对照组(P < 0.05),在教师对课堂全局把控的评价方面两组差异并无统计学意义(P > 0.05)。结论 Sandwich 教学法可提高护生对临床专科理论知识的掌握度及临床教学的满意度。Objective To explore the application effect of Sandwich teaching method in undergraduate nursing intern lectures. Methods 120 nursing undergraduate interns in our hospital from 2018 to 2019 were randomly divided into experimental group and control group, 60 in each. The control group adopted traditional teaching method, that is, the clinical lecture mode that teachers combined with PPT to teach students to listen to.The Sandwich teaching method was adopted in the experimental group, including eight steps: preparation before teaching, teacher's opening remarks, asking questions, discussing links, concentrated learning, teacher's summary, goldfish bowl links and feedback. The results of theoretical assessment and teaching satisfaction were compared between the two groups. Results The theoretical assessment results of experimental group was significantly higher than control group [(94.00 ± 4.31) points vs.(91.00 ± 7.62) points, t = 2.736, P = 0.007]. On teaching effect of satisfaction, in the teaching time allocation , mobilize the classroom atmosphere, arouse the enthusiasm of learning, and improve students' classroom participation and deepen the impression the lecture content and improve the ability of problem solving, improve the ability of language expression, the difficulty level of the questions,the experimental group was superior to the control group (P < 0.05), there was no significant difference between the two groups in teachers' evaluation of overall classroom control (P > 0.05). Conclusion Sandwich teaching method can improve nursing students' theoretical knowledge of clinical specialty and their satisfaction with clinical teaching. It is worth applying in clinical nursing teaching.

关 键 词：Sandwich教学法 护理 本科生 小讲座 实习 传统教学法 

分 类 号：G642[文化科学—高等教育学]