摘要
目的:探讨在内科护理学病例分析教学中应用任务驱动式项目教学法的效果。方法:将陇东学院护理专业2016年入学的120名本科学生作为研究对象。将这120名学生随机分为观察组和对照组,每组各有60名学生。为观察组学生使用任务驱动式项目教学法进行内科护理学病例分析教学,为对照组学生使用传统的单一教学法进行内科护理学病例分析教学。然后,对比两组学生的理论考试成绩、实训考试成绩及其学习效果。结果:与对照组学生相比,观察组学生理论考试的分数和实训考核的分数均较高,其中在学习兴趣、自学能力、学习效率、协调能力、知识内化能力、分析问题能力、与人沟通能力、思维能力及团队合作能力方面有显著提高者所占的比例均较高,有一定提高和无提高者所占的比例均较低(P <0.05)。结论:在内科护理学病例分析教学中应用任务驱动式项目教学法的效果显著,可全面提高学生的学习能力。
objective: to explore the effect of task-driven project teaching method in case analysis teaching of internal medicine nursing. Methods: 120 undergraduate students enrolled in nursing major of longdong university in 2016 were selected as research objects. The 120 students were randomly divided into an observation group and a control group, with 60 students in each group. Case analysis teaching of internal medicine nursing was conducted by task-driven project teaching method for students in the observation group, and case analysis teaching of internal medicine nursing was conducted by students in the control group using traditional single teaching method. Then, the theoretical test scores, practical test scores and learning effects of the two groups were compared. Results: compared with the control group students, observation group students theory examination scores and examination scores were higher, the training of interest in learning, self-learning ability, learning efficiency, coordination ability, knowledge internalization ability, analytical ability, ability to communicate with people, thinking ability and team cooperation ability have significantly increased the proportion of all high, not have certain improvement and improve the proportion of lower (P < 0.05). Conclusion: the application of task-driven project teaching method in case analysis teaching of internal medicine nursing is effective and can improve students’ learning ability.
作者
南颖东
Nan YingDong(longdong university, qingyang gansu 745000)
关键词
内科护理学病例分析教学
任务驱动式项目教学法
传统的单一教学法
internal medicine nursing case analysis teaching
Task-based project teaching method
Traditional single pedagogy
