摘要
[目的]探讨形成性评价在护理学基础实训教学中的应用效果。[方法]选取2015级297名高职高专护生为研究对象,随机分为试验组148人和对照组149人。在护理学基础实训教学中,采用以问题为中心的学习(PBL)、以案例为基础的学习(CBL)、以团队为基础的学习(TBL)三者整合模式进行教学。试验组148人采用形成性评价方法,对照组149人采用终结性评价方法。课程结束后,将两组学生课程期末成绩和对授课评价满意度进行比较。[结果]试验组期末课程成绩及在自主学习能力、综合应用能力、礼仪与人际沟通能力、团队合作能力和获取信息能力5个方面的满意度均明显优于对照组(P<0.01)。[结论]形成性评价得到了学生的认可,能有效激发其学习积极性和主动性,且有助于提升学生的综合职业能力。
Objective： To probe into the application effect of formative assessment in the practical teaching of fundermental nursing. Methods： A total of 297 nursing students in 2015 were selected as study subjects, and they were randomly divided into experimental group（148 students）and control group（149 students）.In the practical teaching of fundamental nursing,problem based learning （PBL）,case based learning （CBL） and team based learning （TBL） were adopted for teaching.The formation assessment method was used for 148 students in experimental group, and the final assessment method was used for 149 students in the control group.At the end of the course,the final scores and the satisfaction of two groups were compared. Results： In experimental group,the final scores and satisfaction in autonomous learning ability,comprehensive application ability,etiquette and interpersonal communication ability,team cooperation ability and information acquisition ability were significantly better than those in control group （ P 〈0.01）. Conclusion： Formative assessment was recognized by students, which could effectively stimulate their learning enthusiasm and initiative, and was helpful to improve students′ comprehensive vocational ability.
作者
钱耀荣
徐丽莉
宋文娟
岑慧红
Qian Yaorong;Xu Lili;Song Wenjuan(Guangzhou Health Science College,Guangdong 510450 China)
出处
《护理研究》
北大核心
2018年第19期3079-3082,共4页
Chinese Nursing Research
基金
2015年度广东省医药卫生类教学指导委员会教学改革项目
编号:2015030
2012年度广东省教育科研"十二五"规划课题研究项目
编号:2012YQJK093
