护理学专业本科生在实景教学与模拟教学环境中学习效果的比较  

Comparison of undergraduate nursing students′learning outcomes in actual versus simulated learning environment

作　　者：金三丽[1] 黄天笑 李佳晋 Jin Sanli;Huang Tianxiao;Li Jiajin(Division of Medical&Surgical Nursing,School of Nursing,Peking University,Beijing 100191,China;Four-year Program of Nursing,Enrolled in 2018,Peking University Health Science Center,Beijing 100191,China)

机构地区：[1]北京大学护理学院内外科护理学教研室,北京100191 [2]北京大学医学部2018级四年制护理学专业,北京100191

出　　处：《中华医学教育杂志》2023年第6期437-440,共4页Chinese Journal of Medical Education

基　　金：2022年度西安医学院教育教学改革研究项目(2022JG-23)。

摘　　要：目的探究护理学专业本科生在实景教学与模拟教学环境中的学习效果,并进行比较。方法通过方便抽样法,选取北京市4所高校的193名护理学专业本科生为研究对象,采用临床学习环境比较调查表(clinical learning environment comparison survey,CLECS)对其进行问卷调查。采用Wilcoxon符号秩检验比较差异。结果学生在实景教学环境下的CLECS总分为(80.5±15.3)分,高于模拟教学环境的(76.6±14.1)分,其差异具有统计学意义(Z=-3.03,P=0.002)。实景教学环境在沟通、整体观、评判性思维和教与学4个维度得分高于模拟教学环境,分别为(9.1±2.0)分比(7.5±2.3)分、(11.4±3.2)分比(10.3±3.4)分、(6.2±1.5)分比(5.5±1.6)分和(15.5±3.4)分比(15.1±3.1)分,其差异均具有统计学意义(均P<0.05);实景教学环境在自我效能维度得分为(10.9±2.5)分,低于模拟教学环境的(11.4±2.6)分,其差异具有统计学意义(Z=-2.64,P=0.008)。结论建议护理教师建立临床教学指导原则,将实景教学与模拟教学有机结合以达到最佳教学效果。Objective To explore undergraduate nursing students′learning outcomes in actualand simulated learning environment and to compare them.Methods A convenient sample of 193 undergraduate nursing students from 4 universities in Beijing completed clinical learning environment comparison survey(CLECS).Wilcoxon signed rank test was used to compare the differences.Results The total CLECS score in actual learning environment(80.5±15.3)was higher than that in the simulated learning environment(76.6±14.1),and the difference was statistically significant(Z=-3.03,P=0.002).The scores of the four dimensions including communication,holistic,critical thinking,and teaching-learning dyad in actual learning environment were higher than those in the simulated learning environment,with the scores being(9.1±2.0)vs.(7.5±2.3),(11.4±3.2)vs.(10.3±3.4),(6.2±1.5)vs.(5.5±1.6),and(15.5±3.4)vs.(15.1±3.1),respectively,and the differences were all statistically significant(P<0.05).The score of the self-efficacy dimension in the actual learning environment(10.9±2.5)was lower than that in the simulated learning environment(11.4±2.6),and the difference was statistically significant(Z=-2.64,P=0.008).Conclusions It is recommended that nursing faculty establish clinical teaching guidelines that combine actual clinical practice with simulated clinical practice to achieve optimal results.

关 键 词：护理学 本科生 实景教学环境 模拟教学环境 学习需求 

分 类 号：R-4[医药卫生]