中美两所高校“护理专业发展”课程的比较研究  

A comparative study of the courses of “nursing professional development” between Chinese and American Universities

作　　者：吴隽彦 WU Junyan(Nursing Department of International Medical and Technological School of Shanghai Shanda University, Shanghai 201209, China)

机构地区：[1]上海杉达学院国际医学技术学院护理系

出　　处：《上海医药》2019年第18期17-20,62,共5页Shanghai Medical & Pharmaceutical Journal

摘　　要：目的:比较中美两校护理专业发展课程。方法:采用美国比较教育学家贝雷迪的"教育四步比较法",对中美两校护理专业发展的课程内容进行描述、解释、并置和比较。结果:中美双方在课程的目标、学时与学分、教学方法、教学内容、课程考核与成绩构成等5个方面均存在差异。(1)美方的课程目标涉及面更为广泛,中方的课程更关注学生是否获得完整及连贯的知识。(2)中方采用课堂讲授进行理论教学,而美方的理论学时包含了课堂教学、单元小测验和期末考试。(3)中美双方都十分关注学生理论知识和实践技能的培养,但美方更注重实践与理论的并行。(4)中方在课程内容设置上更多体现了系统性和完整性,美方的课程内容设置上则有着"广"而"泛"的特点。(5)美方的考核方式更具有多样性及监督功能。结论:中方可在借鉴美方教学模式的基础上,改革实践课程内容,突出理实一体性;同时优化网络教学平台,实现多源化教学。Objective: To compare the nursing professional development courses between China and the United States. Methods: The curriculum contents of nursing professional development in China and the United States were described, explained, juxtaposed and compared by using "the four-step comparative education method" of American comparative educator Beretti. Results: There were differences between China and the United States in five aspects: curriculum objectives, hours and credits, teaching methods, teaching contents, curriculum assessment and achievement composition.① The American curriculum aimed to cover a wide range of subjects, while the Chinese curriculum focused more on whether students acquired more completed and coherent knowledge.② Chinese nursing school adopted classroom teaching to carry out theoretical teaching, while American school’s theoretical period included classroom teaching, unit quizzes and final exams.③ Both China and the United States paid great attention to the cultivation of students’ theoretical knowledge and practical skills, but the United States paid more attention to the parallel of practice and theory.④ The Chinese side had more systematicness and completeness in the curriculum content setting, and the US side had the characteristics of "wide" and "pan" in the curriculum content setting.⑤ The American curriculum assessment method was more diversified and supervisory. Conclusion: On the basis of drawing lessons from the American teaching mode, China can reform the content of practical courses and highlight the integration of theory and practice;meanwhile, the network teaching platform is optimized to realize multi-source teaching.

关 键 词：护理专业发展 课程比较 护理教育 

分 类 号：R47[医药卫生—护理学]