双导师制带教模式在临床教学中对护理本科学生评判性思维能力的影响  

Influence of Dual Tutoring Mode On Critical Thinking Ability of Nursing Undergraduates In Clinical Teaching

作　　者：郭艳丹 王玉梅 李惠 罗林 Guo Yandan;Wang Yumei;Li Hui;Luo Lin(Department of Outpatient,General Hospital of PLA Southern Theater Command,Guangzhou 510010,Guangdong Province,China;不详)

机构地区：[1]中国人民解放军南部战区总医院,广东省广州市510010

出　　处：《中国病案》2022年第6期85-87,共3页Chinese Medical Record

摘　　要：目的 研究在临床教学过程中,双导师制带教模式较传统的跟班制带教模式对提高护理本科学生评判性思维能力的影响。方法 将2017年1月9日-2018年12月10日于某院实习的94名全日制本科护生作为研究对象,采用随机数字表法分为实验组和对照组各47例。对照组采用传统的岗位带教老师带教模式,实验组临床教学中采用双导师制带教模式,两组护生在实习结束后填写一般资料调查表、评判性思维情感倾向量表和满意度问卷调查。结果 实验组护生评判性思维能力总分(221.54±21.14)分、思想开放(48.41±23.13)分、分析能力(55.5±14.70)分、系统化能力(47.42±10.8)分、评判性思维自信心(45.2±13.6)分、求知欲(39.42±6.8)分、认知成熟度维度(43.2±12.3)分,得分均高于对照组的,P<0.05,差异具有统计学意义;患者对实验组本科护理实习生的满意度为95.74%,优于对照组的76.59%,差异有统计学意义,c^(2)=8.425,P<0.05。结论 双导师制带教模式有助于提高护理本科实习生开放思想、分析能力、系统化能力、评判性思维自信心、求知欲、认知成熟度等评判性思维能力,建议应用于临床护生带教中。Objectives To study the effect of dual tutoring mode on improving critical thinking ability of nursing undergraduates compared with the traditional shift tutoring mode in clinical teaching.Methods A total of 94full-time undergraduate nursing students who practiced in a hospital from January 9th,2017 to December 10th,2018 were randomly divided into experimental group and control group with 47 cases in each group by random number table method.The control group adopted the traditional teacher-on-post teaching mode,while the experimental group adopted the dual-tutor teaching mode in clinical teaching of nursing students.After the internship,the nursing students in the two groups filled in the general information questionnaire,the critical thinking and emotional tendency scale and the satisfaction questionnaire.Results In the experimental group,the total scores of critical thinking ability(221.54±21.14),open thinking(48.41±23.13),analytical ability(55.5±14.70),systematic ability(47.42±10.8),critical thinking confidence(45.2±13.6),and thirst for knowledge(39.42±6.8) of nursing students were(221.54±21.14),(48.41±23.13),(47.42±10.8).Score,cognitive maturity dimension(43.2±12.3),scores were significantly higher than the control group,the differences were statistically significant(P<0.05).Patients’ satisfaction with undergraduate nursing interns in the experimental group(95.74%) was significantly higher than that in the control group(76.59%),the difference was statistically significant(χ~2=8.425,P=0.0014).Conclusions The dual-tutorial teaching mode was helpful to improve the open mind,analytical ability,systematic ability,critical thinking confidence,intellectual curiosity,cognitive maturity and other critical thinking abilities of nursing undergraduates.It was suggested to be applied in the teaching of clinical nursing students.

关 键 词：双导师制带教模式 护理本科生 评判性思维 临床教学 

分 类 号：G642[文化科学—高等教育学] R47-4[文化科学—教育学]