基于微课的任务驱动教学法在新护士岗前技能培训中的应用  

Task-driven Teaching Combined with Micro-class in Pre-job Skill Training for New Nurses

作　　者：张言 张军红[2] 张玉芳[2] 豆欣蔓[2] 吴银瓶[3] 杨丽[4] 马佩芬[2] 李艳[2] 毛吉飞 ZHANG Yan;ZHANG Jun-hong;ZHANG Yu-fang;DOU Xin-man;WU Yin-ping;YANG Li;MA Pei-fen;LI Yan;MAO Ji-fei(School of Nursing,Lanzhou University,Lanzhou 730000,China;Dept.of Nursing Administration the Second Hospital of Lanzhou University,Lanzhou 730000,China;Dept.of Neurology the Second Hospital of Lanzhou University,Lanzhou 730000,China;Special Ward the Second Hospital of Lanzhou University,Lanzhou 730000,China)

机构地区：[1]兰州大学护理学院,甘肃兰州730000 [2]兰州大学第二医院护理部,甘肃兰州730000 [3]兰州大学第二医院神经内科,甘肃兰州730000 [4]兰州大学第二医院特需病区,甘肃兰州730000

出　　处：《护理学报》2020年第23期18-21,共4页Journal of Nursing（China）

基　　金：兰州大学第二医院“萃英科技创新”计划(CY2018-HL05)。

摘　　要：目的探讨任务驱动+微课教学法在新护士岗前技能培训中的效果。方法采用便利抽样法,抽取2018年7月—2019年7月某三级甲等医院的48名新护士作为研究对象。采用任务驱动+微课教学法对新护士进行岗前操作技能培训,培训结束时进行10项操作技能考核,并评估其培训前、培训结束时新护士的自我导向学习能力。结果48名新护士均按计划完成培训,培训后的操作技能成绩均合格;新护士的学习行为、学习评价、人际关系技能维度得分及自我导向学习能力总分均高于干预前(P<0.01)。结论任务驱动+微课教学法有利于提高新护士操作技能水平和自我导向学习能力。Objective To explore the effect of task-driven teaching method combined with micro-class in pre-job skill training for new nurses.Methods Convenience sampling was used to select 48 new nurses from one tertiary grade-A hospital from July 2018 to July 2019.Task-driven teaching method combined with micro-class were applied in pre-job skill training for new nurses.Operation skills and the self-directed learning ability of the new nurses before and after the training were evaluated.Results All the new nurses completed the training as planned,and passed the examination after training.The scores of learning activities,learning evaluation,interpersonal skills and self-directed learning ability of the new nurses were all higher than those before the intervention(P<0.01).Conclusion Task-driven teaching method combined with micro-class is beneficial to improving new nurses’operation skills and self-directed learning ability.

关 键 词：任务驱动 微课 新护士 岗前培训 操作技能 自我导向学习能力 

分 类 号：G424.1[文化科学—课程与教学论]