PBL教学法在护理教学中存在的问题及改进策略--以儿科护理学课堂教学为例  

作　　者：尹惠茹[1] 宋华丽[2] 信永恒 

机构地区：[1]吉林大学护理学院,长春130012 [2]吉林大学第一医院,长春130012 [3]吉林大学软件学院,长春130012

出　　处：《高教学刊》2022年第29期133-136,共4页Journal of Higher Education

基　　金：2020年度吉林省高等教育学会高教科研课题(一般项目)“护理临床实习体验教育模式研究”(JGJX2020D10);2019年度吉林大学教育教学改革项目(一般项目)“基于逆向式教学设计理论的项目式儿科护理学实践教学模式研究”(2019XYB316);吉林大学2021年就业工作课题“吉林省高校毕业生就业质量综合评价体系研究”(JY202120)。

摘　　要：PBL教学是一种以问题为导向的教学模式,在医学教育领域应用广泛。该文以儿科护理学PBL教学实践为例,分析PBL教学在护理学教学实践中遇到的问题,发现部分PBL案例内容与教学目标不统一,缺乏护理专业特色;部分指导教师职责界定不清晰;学生学习的主体意识不强。提出PBL案例在撰写过程中应突出护理专业特色、教学前应加强师资和学生培训,保证学生的主体地位、并开展多层面的学习评价,切实保证PBL教学的教学效果和教学质量。PBL teaching is a problem-oriented teaching model,which is widely used in the field of medical education.Taking PBL teaching practice of Pediatric Nursing as an example,this paper analyzed the problems encountered in PBL teaching practice in nursing teaching.It was found that some PBL cases were not unified with teaching objectives and lacked the characteristics of nursing specialty.Some teachers'responsibilities are not clearly defined.The student study subject consciousness is not strong.It is suggested that the characteristics of nursing should be highlighted in the process of writing PBL cases,and the training of teachers and students should be strengthened before teaching,so as to ensure the subject status of students and carry out multi-faceted learning evaluation,so as to effectively guarantee the teaching effect and teaching quality of PBL teaching.

关 键 词：以问题为导向学习 医学教育 儿科护理 教学实践 案例 

分 类 号：G642[文化科学—高等教育学]