摘要
目的研究积极情感互动在护理临床带教中是否具有推动作用。方法采用随机抽样法，选取护生120名分为实验组和对照组各60名。实验组在教学中通过情感互动来激发护生的自主学习和创新思维，对照组在教学中不运用情感互动。1个月后对护生的临床技能测试与自主学习能力进行分析。结果两组护生的自我管理、热爱学习、自我控制三个维度比较差异有统计学意义（t分别为2．537，3．980，2．858；P〈0．05或P〈0．01）；两组护生操作技能考核成绩比较，差异有统计学意义（t分别为7．562，5．496，6．590，4．267；P〈0．01）。结论情感互动能激发护生的参与意识和自主学习意识，激发护生的潜能，提高护理临床教育。
Objective To evaluate the effects of emotion interaction in the clinical nursing education. Methods 120 nursing students who studied in the emergency department were divided into two groups： experimental group and control group. Each group has 60 students. Added the emotion interaction to the experimental group, but did notion to the control group. One month later, all of the students were evaluated in the clinical technology with SPSS 16.0 software. Results Self-management, learning enthusiasm and self- control were different between the two groups （ t =2. 537,3. 980, 2.858 ;P 〈0. 05 or P 〈0.01 ） ; practical skill scores between the two groups were also statistically different （ t = 7. 562, 5. 496, 6. 590,4. 267 ; P 〈 0. 01 ）. Conclusions Emotion interaction can inspire the sense of participation and independent study, and students＇ potential and promote the development of clinical nursing education.
出处
《中华现代护理杂志》
2011年第22期2687-2688,共2页
Chinese Journal of Modern Nursing
关键词
反馈
情感互动
临床带教
正向调节
AFeedback
. Emotion interaction
Clinical nursing education
Positive regulation
