摘要
目的探讨三步教学法在儿科护理学实训教学中的应用效果。方法将361名护理专科学生随机分为实验组(2003级91人、2004级92人)和对照组(2003级88人、2004级90人)。对照组采用传统教学法,实验组采用三步教学法,即采用认知阶段、练习阶段、活用阶段三位一体的方法进行教学;课程结束后评价教学效果。结果实验组操作技能考核成绩显著优于对照组(均P<0.01);实验组95.65%学生认为三步教学法提高了自己的整体素质。结论采用三步教学法进行儿科护理学实训教学有利于学生操作技能、沟通能力、临床实际应对能力的培养,可解决教学与临床脱节的问题。
Objective To examine the effect of a three-step instruction method in the training of pediatric nursing care. Methods Three hundred and sixty-one students majoring in nursing were randomly divided into an experimental group （including 91 in grade 2003 and 92 in grade 2004） and a control group （88 in grade 2003 and 90 in grade 2004）. The traditional teaching method was used in the control group while the a three-step instruction method, which included cognitive stage, practising stage and application stage, was adopted in the experimental group. The results of the two teaching techniques were evaluated after the course ended. Results The grades of nursing skills of the experimental group were significantly better than those of the control group （all P〈0.01）. 95.65% of the students in the experi- mental group believed that the three-step instruction method improved their overall abilities. Conclusion Introduction of the three-step instruction method into the training of paediatric nursing care can help improve the nursing skills, communication skills and practical problem-solving ability, and solve the problem of the disconnection of teaching with clinical work.
关键词
儿科护理学
实训教学
三步教学法
传统教学法
护理教育
pediatric nursing care
training teaching method
three-step instruction
traditional instruction
nursing education
