情绪诱发在护理本科生心肺复苏技能教学中的应用  

Application of emotional induction in cardiopulmonary resuscitation skills teaching among nursing undergraduates

作　　者：刘林 侯苹 段培 史甜 窦英茹 Liu Lin;Hou Ping;Duan Pei;Shi Tian;Dou Yingru(School of Nursing,Yangzhou University,Yangzhou 225009,China)

机构地区：[1]扬州大学护理学院,江苏扬州225009 [2]苏北人民医院ICU

出　　处：《护理学杂志》2022年第23期5-7,20,共4页Journal of Nursing Science

基　　金：扬州大学2020课程思政示范课程(131010355);扬州大学护理学院2018教改项目(HLYG2018-11)。

摘　　要：目的 探讨情绪诱发在护理本科生心肺复苏技能教学中的应用效果。方法 将2018级35名和2019级31名护理本科生分别设为对照组和观察组。对照组在心肺复苏技能教学中采用教师演示、学生练习、教师指导的传统教学模式,观察组在传统教学模式的基础上融入不同主题的情绪诱发内容。结果 课程结束后即刻、3个月和6个月观察组心肺复苏技能及心肺复苏施救自我效能得分显著优于对照组(均P<0.05),随着时间的推移心肺复苏技能得分无显著下降。结论 情绪诱发融入式教学可有效提高护理本科生的学习投入度,从而提高学习效果,促进心肺复苏技能、心肺复苏施救自我效能的保留。Objective To explore the application effect of emotional induction in cardiopulmonary resuscitation skills teaching among nursing undergraduates.Methods A total of 35 and 31 nursing undergraduates enrolled in 2018 and 2019 were selected as a control group and an experimental group respectively.The control group adopted the traditional teaching model of "teacher demonstration-student exercise-teacher guidance" in the teaching of cardiopulmonary resuscitation skills, while the experimental group additionally incorporated different themes of emotional induced content.Results The scores of cardiopulmonary resuscitation skills and cardiopulmonary resuscitation self-efficacy in the experimental group were significantly higher than those of the control group(all P<0.05) at the end of the course, 3 months and 6 months after the course, and there was no significant decrease in the score of cardiopulmonary resuscitation skills in the experimental group as time went on.Conclusion Emotional-induced integration teaching can effectively increase the learning engagement of nursing undergraduates, thus improve the learning effect, and promote the retention of cardiopulmonary resuscitation skills and self-efficacy of cardiopulmonary resuscitation.

关 键 词：护理本科生 心肺复苏 情绪诱发 情绪记忆 情绪信息模型 技能保留 自我效能 

分 类 号：R47[医药卫生—护理学] G642[医药卫生—临床医学]