摘要
目的:通过问题式教学法在《健康评估》课程中的应用,探索其具体实施办法及教学效果评价途径。方法:以教学班为单位,将两个各方面无统计学差异的班级分为问题式教学组及传统式教学组,比较两种方法的教学效果。结果:(1)问题式教学组理论考核成绩高于传统式教学组,其中实施问题式教学法的章节阶段考试成绩两组比较,差异具有统计学意义(P<0.05)。(2)问题式教学组病案分析考核成绩明显高于传统式教学组,差异具有统计学意义(P<0.01)。(3)问题式教学组中分别有77.25%、70%及62.5%的学生认为该方法能激发学习兴趣、有利于提高自身分析及解决问题的能力并学到该学科的学习方法,但仅有42.5%的学生认为可增强口头表达能力。结论:问题式教学法可提高护理学的教学质量,值得在今后教学中推广应用。
Objective：Through the practices of problem-based learning in health assessment course,we explored the method and the evaluation channel of teaching. Methods： According to the classes and grades in school ,two classes which are no differences in every aspect were divided into problem-based learning group and traditional teaching group,to compare the teaching effect. Results：（1） The achievement of theory examination of problem-based learning group were higher than traditional teaching group（P0.05）. （2）Compared with traditional teaching group,the achievement of case analysis of problem-based learning group were significantly higher （P0.01）.（3） there were 77.25%,70%and 62.5% nursing students of problem-based learning group thought that they were more interested in the course study,and found that their abilities to analyze and resolve problems were improved,at the same time,they mastered the learning ways of the course. But there was only 42.5%students thought that their oral comprehension were promoted. Conclusion： We can and it could spread in the teaching method.Problem based bearning could improve the teaching quality of nursing education and it could.
出处
《护理实践与研究》
2010年第24期110-112,共3页
Nursing Practice and Research
关键词
问题式教学法
健康评估
课程
Problem-based learning
Health assessment
Course
