第二课堂“跟习模式”在中医护理人才培养中的应用效果  

Study on the application effect of the second classroom"follow study mode"in the training of traditional Chinese medicine nursing talents

作　　者：李翊澜 彭丽丽[1] 凌智[1] 霍依 黄河[1] 刘朝圣[2] 李澳琪 杨娇娇 江媛 LI Yilan;PENG Lili;LING Zhi;HUO Yi;HUANG He;LIU Chaosheng;LI Aoqi;YANG Jiaojiao;JIANG Yuan(Hunan University of Traditional Chinese Medicine,Changsha 410208,China;The First Affiliated Hospital of Hunan University of Traditional Chinese Medicine,Changsha 410007,China)

机构地区：[1]湖南中医药大学,湖南省长沙市410208 [2]湖南中医药大学第一附属医院,湖南省长沙市410007

出　　处：《护理实践与研究》2024年第2期198-203,共6页Nursing Practice and Research

基　　金：2023年度湖南省社科基金教育学专项课题(编号:23YBJ19);2023年度湖南省普通高等学校教学改革研究项目(编号:HNTG-20230538)。

摘　　要：目的探讨第二课堂“跟习模式”在新中医护理人才培养中的应用效果。方法将湖南中医药大学护理专业2019级本科学生选取两个班,分为对照组和观察组,研究年限为2年。对照组应用常规护理教学模式,观察组在常规教学模式的基础下合并采用第二课堂“跟习模式”教学。从学生的辨证施护能力、学习投入度、自主学习能力及教学满意度等方面进行评估。结果干预2年后,观察组辨证施护能力掌握四诊内容、诊断证候、分析证候、确定护理原则、制订护理方案5个维度评分分别为8.44±0.93分,8.13±1.33分,8.06±1.20分,7.76±1.56分,7.79±1.29分,均高于对照组7.13±0.94分,6.78±0.90分,7.10±0.92分,6.85±0.80分,7.01±0.93分,差异有统计学意义(P<0.05);观察组学习投入度、自主学习能力评分分别为91.43±6.72分,101.54±15.26分,均高于对照组77.33±16.21分,85.85±8.27分,组间比较差异有统计学意义(P<0.05);观察组教学满意程度高于对照组,组间比较差异有统计学意义(P<0.05)。结论“跟习模式”教学有效地改善了传统中医护理教学模式中的笼统及繁琐,其将学生与老师在不同阶段进行匹配,从而更好地因材施教,教学相长;运用第二课堂“跟习模式”开展教学,提高了中医护理学生的辨证施护能力,提升了护理专业学生的学习投入度与自主学习能力,同时增强了学生的中医学习兴趣,有利于新中医背景下中医护理人才的培养。Objective To explore the application effect of the second classroom"follow study mode"in the training of new traditional Chinese medicine nursing talents.Methods Two classes of 2019 nursing undergraduate students of Hunan University of Traditional Chinese Medicine were selected and divided into the control group and the observation group,and the study duration was 2 years.The control group applied the conventional nursing teaching mode,and the observation group combined the second classroom"follow study mode"teaching on the basis of the conventional teaching mode.The students were evaluated in terms of their ability to recognise evidence-based nursing care,their commitment to learning,their ability to learn independently,and their satisfaction with the teaching.Results After 2 years of intervention,the scores of the five dimensions of the ability to identify evidence and provide care in the group were 8.44±0.93 points,8.13±1.33 points,8.06±1.20 points,7.76±1.56 points,7.79±1.29 points,which were higher than those of the control group,and the scores of the control group were 7.76±1.56 points,7.79±1.29 points,which were all higher than those of the control group,all higher than the control group's 7.13±0.94 points,6.78±0.90 points,7.10±0.92 points,6.85±0.80 points,and 7.01±0.93 points(P<0.05).The"follow study mode"group's engagement in learning and independent learning ability scores were 91.43±6.72 points,101.54±15.26 points,both higher than the control group 77.33±16.21 points,85.85±8.27 points,the difference between the groups is statistically significant(P<0.05).The control group teaching satisfaction level was higher than the observation group,the difference between the two groups is statistically significant(P<0.05).Conclusion The teaching of the"follow study mode"effectively improves the generality and cumbersomeness of the traditional Chinese medicine nursing teaching mode,which matches the students and teachers at different stages,so as to better tailor the teaching to the student's ability

关 键 词：跟习模式 新中医 护理人才培养 学习投入度 辨证施护能力 

分 类 号：R47[医药卫生—护理学]