理论-实践-互动式教学法在儿科护理教学中的应用探究  

Application of Theory-Practice-Interactive Teaching Method in Pediatric Nursing Teaching

作　　者：李敬一[1] 李文欢[1] 霍亮[1] LI Jingyi;LI Wenhuan;HUO Liang(Department of Pediatric Neurocardiovascular,Sheng Jing Hospital of China Medical University,Shenyang Liaoning 110000,China)

机构地区：[1]中国医科大学附属盛京医院小儿神经心血管内科,辽宁沈阳110000

出　　处：《中国继续医学教育》2024年第2期83-87,共5页China Continuing Medical Education

基　　金：辽宁省医学教育研究项目(2022-N004-09)。

摘　　要：目的探究理论-实践-互动式教学法(theory-practice-interactive teaching method,TPI)在儿科护理教学中的应用效果。方法选择2020年9月—2022年10月中国医科大学附属盛京医院进行儿科实习的护理本科生为研究对象。实习时间在2020年9月-2021年9月者为传统教学组,给予传统教学方式教学,实习时间在2021年10月—2022年10月者为TPI教学组,给予TPI法教学。2组教学内容、授课教师及教学时间相同,统计2组教学后理论及实际操作技能成绩,教学前、后给予2组学生批判性思维能力量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评价,通过学生自主学习评价量表评价2组学生学习动机、学习合作能力、信息素质、自我管理能力,比较2组教学满意度。结果TPI教学组理论知识、实际操作技能评分较传统教学组高,差异有统计学意义(P<0.001)。TPI教学组学生学习动机、学习合作能力、信息素质、自我管理能力、CTDI-CV评分较传统教学组高,差异有统计学意义(P<0.001)。TPI教学组教学满意度(97.78%)较传统教学组高(84.44%),差异有统计学意义(P<0.001)。结论在儿科护理教学中运用TPI教学法,可提升学生教学成绩、实践能力、自学能力及批判性思维能力,提升教学满意度。Objective To explore the effect of theory-practice-interactive teaching method(TPI)in pediatric nursing teaching.Methods Undergraduate nursing students who had pediatric practice in Sheng Jing Hospital of China Medical University from September 2020 to October 2022 were selected as the study objects.Those who practiced from September 2020 to September 2021 were in the traditional teaching group and were taught by traditional teaching methods;those who practiced from October 2021 to October 2022 were in the TPI teaching group and were taught by TPI method.The teaching content,teachers,and duration of the two groups were same.The theoretical and practical skills scores of the two groups after teaching,as well as before and after teaching,were counted.After that,the two groups of students were evaluated with the critical thinking disposition inventory-Chinese version(CCTDI-CV)scale.The learning motivation,learning cooperation ability,information quality and self-management ability of the two groups of students were evaluated through the student independent learning evaluation scale,and the teaching satisfaction of the two groups were compared.Results The scores of theoretical knowledge and practical skills in TPI teaching group were higher than those in traditional teaching group,the difference was statistically significant(P<0.001),the scores of learning motivation,learning cooperation ability,information literacy,self-management ability and CCTDI-CV in TPI teaching group were higher than those in traditional teaching group,the difference was statistically significant(P<0.001).The teaching satisfaction of TPI teaching group(97.78%)was higher than that of traditional teaching group(84.44%),the difference was statistically significant(P<0.001).Conclusion The application of TPI teaching method in pediatric nursing teaching can improve students'teaching achievement,practical ability,self-study ability and critical thinking ability,and improve teaching satisfaction.

关 键 词：儿科 护理教学 理论-实践-互动式教学方法 自学能力 批判性思维能力 教学满意度 

分 类 号：G642[文化科学—高等教育学]