5E-对分课堂教学模式在基础护理学实训课程中的应用  

Application of 5E-PAD classroom teaching mode in the practical teaching of fundamentals of nursing

作　　者：吕童玉 林丽娟 翟雯容 朱树玲 张雪雁[1] LYU Tongyu;LIN Lijuan;ZHAI Wenrong;ZHU Shuling;ZHANG Xueyan(Binzhou Medical University,Shandong 264003 China)

机构地区：[1]滨州医学院,山东264003

出　　处：《护理研究》2025年第7期1173-1178,共6页Chinese Nursing Research

基　　金：2022年山东省高等教育学会高等教育研究专项课题。

摘　　要：目的:探讨5E-对分课堂教学模式在基础护理学实训课程中的应用效果。方法:选取我校2021级护理专业4个班的护生为研究对象,其中2个班的107名护生为试验组,另外2个班的83名护生为对照组。对照组采用传统教学模式,试验组采用5E-对分课堂教学模式。课程结束后评价两组操作考核成绩、评判性思维能力、元认知能力及满意度教学。结果:课程结束后,试验组操作考核成绩[(83.65±4.30)分]高于对照组[(82.05±4.85)分],差异有统计学意义(P<0.05);试验组评判性思维能力量表寻找真相、开放思想、分析能力、系统化能力、评判性思维的自信心、求知欲和认知成熟度维度得分[(40.16±2.79)分、(42.40±2.54)分、(43.07±3.03)分、(43.07±3.03)分、(40.79±3.18)分、(41.51±3.32)分、(42.66±3.27)分]均高于对照组[(38.90±4.24)分、(41.31±4.36)分、(42.10±3.47)分、(40.35±4.85)分、(39.70±4.35)分、(40.33±3.94)分、(41.51±3.77)分],差异有统计学意义(P<0.05);试验组大学生元认知能力量表元认知计划、元认知监控、元认知调节和元认知评价维度得分及总分[(26.37±3.44)分、(23.45±1.93)分、(23.42±2.48)分、(20.15±2.43)分、(93.39±7.89)分]均高于对照组[(25.28±3.37)分、(21.90±2.25)分、(22.39±2.44)分、(18.86±2.10)分、(87.64±9.06)分],差异有统计学意义(P<0.05);试验组教学满意度评价量表教学设计满意度、学习能力满意度和教学评价满意度维度得分及总分[(4.74±0.37)分、(4.74±0.41)分、(4.76±0.40)分、(4.75±0.34)分]均高于对照组[(4.33±0.47)分、(4.33±0.47)分、(4.51±0.46)分、(4.42±0.37)分],差异有统计学意义(P<0.05)。结论:5E-对分课堂教学模式可有效提高护生评判性思维能力,提升教学质量。Objective:To explore the application effect of 5E-PAD classroom teaching mode in the practical teaching of fundamentals of nursing.Methods:Four classes of nursing major of grade 2021 in our school were selected as the research subjects,with 107 nursingstudents from two classes as the test group and 83 nursing students from the other two classes as the control group.The control groupadopted the traditional teaching mode,while the test group adopted the 5E-PAD classroom teaching mode.After the course,theperformance of two sets on operating score,critical thinking ability,metacognitive ability,and satisfaction with teaching were evaluated.Results:After the course,the operational score of the test group[(83.65±4.30) points]was higher than that of the control group[(82.05±4.85) points].And the difference was statistically significant(P<0.05).The scores of Critical Thinking Disposition Inventory Chinese Version in the dimensions of seeking truth,open thinking,analytical ability,systematic ability,confidence in critical thinking,thirst forknowledge,and cognitive maturity and total score of the test group[(40.16±2.79) points,(42.40±2.54) points,(43.07±3.03) points,(43.07±3.03) points,(40.79±3.18) points,(41.51±3.32) points,and(42.66±3.27) points]were higher than those of the control group[(38.90±4.24) points,(41.31±4.36) points,(42.10±3.47) points,(40.35±4.85) points,(39.70±4.35) points,(40.33±3.94) points,(41.51±3.77) points].And the differences were statistically significant(P<0.05);The scores of College Students,Metacognitive AbilityScale in the dimensions of metacognitive plan,metacognitive monitoring,metacognitive regulation,and metacognitive evaluation[(26.37±3.44) points,(23.45±1.93) points,(23.42±2.48) points,(20.15±2.43) points,and(93.39±7.89) points] of the test group were higherthan those of the control group[(25.28±3.37) points,(21.90±2.25) points,(22.39±2.44) points,(18.86±2.10) points,and(87.64±9.06)points].And the difference was statistically significant(P<0.05).The scores of Teac

关 键 词：本科 护生 基础护理学 护理实训 5E教学模式 对分课堂教学模式 护理教育 

分 类 号：G63[文化科学—教育学]