微格教学法在高职护生模拟面试中的应用效果  

Evaluation of the Application of Microteaching Mode in the Mock Interview of Higher Vocational Nursing Students

作　　者：张睿 陈艳秋 黄丽 李晓静[2] ZHANG Rui;CHEN Yanqiu;HUANG Li;LI Xiaojing(Department of Nursing,College for People’s Wellbeing,Beijing Vocational College of Labor and Social Security,Beijing 100029,China;Department of Fundamental Nursing,He’nan Vocational College of Nursing,Anyang He’nan 455000,China)

机构地区：[1]北京劳动保障职业学院民生福祉学院护理专业教研室,北京100029 [2]河南护理职业学院基础护理教研室,河南安阳455000

出　　处：《中国继续医学教育》2022年第12期92-95,共4页China Continuing Medical Education

摘　　要：目的探讨微格教学法在高职护生模拟面试中的应用效果。方法选择某高校2020级护理专业两个班共230名学生为试验组(106名)和对照组(124名)进行模拟面试,试验组采用微格教学法,对照组采用传统模拟面试法,通过自制的《模拟面试评分表》评价教学效果。结果试验组护生在模拟面试总分及体态、语言表达两个维度得分高于对照组,在目光/表情、整体评价两个维度得分低于对照组,差异有统计学意义(P<0.05);试验组和对照组在不同得分段护生人数对比差异有统计学意义(P<0.05),在≥80分得分段试验组护生人数高于对照组,在≤60分得分段试验组护生人数低于对照组。结论微格教学法有利于提高护生模拟面试成绩,值得在模拟面试中借鉴使用。Objective To explore the effects of microteaching applied in the mock interview of higher vocational nursing students.Methods A total of 230 nursing students from two classes were assigned to the experimental group or the control group.Microteaching method was applied in the experimental group(106 students)while the traditional teaching method was used in the control group(124 students).The self-made Mock Interview Score Form was used to compare between the two groups.Results Compared with the students in the control group,students in the experimental group made significant progress in terms of the posture etiquette,language expression and total score(P<0.05);There were statistically significant differences in the number of nursing students in different score segments between the experimental group and the control group.The number of nursing students in experimental group was higher than that in control group at 80 points or more while lower than 60 points or least.Conclusion Microteaching is helpful to improve the nursing students mock interview score.It is worth of promotion in the mock interview.

关 键 词：微格教学法 教学方法 模拟面试 高职 护生 效果 教育 

分 类 号：G642[文化科学—高等教育学]