摘要
目的探讨高职高专院校护理管理学教学中的形成性评价应用效果。方法选取某高职高专院校2019级两个护理专业班的学生共108名,随机将护理1班设置为形成性评价组55名,护理2班为传统教学法组53名,传统教学法组学生采用传统教学法,形成性评价组学生采用形成性评价,然后统计分析两组学生的考核成绩、教学效果、学习积极性、操作质量、教学效果评价结果、教学满意度。结果形成性评价组学生的理论成绩、实践成绩、总平均成绩均显著高于传统教学法组,差异有统计学意义(P<0.05)。形成性评价组学生的学习效果、评价过程客观性、获取信息能力、评判性思维能力、自主学习能力、团队合作能力、分析与解决问题能力评分均显著高于传统教学法组,差异有统计学意义(P<0.05)。形成性评价组护士的学习积极性、操作质量评分均高于传统教学法组,差异有统计学意义(P<0.05)。形成性评价组护士评价教学的难易程度、掌握程度、兴趣程度、可参与性评分均高于传统教学法组,差异有统计学意义(P<0.05)。形成性评价组学生的教学满意度98.2%(54/55)显著高于传统教学法组71.7%(38/53),差异有统计学意义(P<0.05)。结论高职高专院校护理管理学教学中的形成性评价应用效果较传统教学法好,有借鉴意义。
Objective To explore the application effect of formative assessment in higher vocational colleges nursing management teaching.Methods A total of 108 students from two nursing professional classes of grade 2019 in a higher vocational college were selected.55 students from nursing class 1 were randomly assigned to the formative evaluation group,and 53 students from nursing class 2 were assigned to the traditional teaching method group.Then statistical analysis of the two groups of students'assessment results,teaching effect,learning enthusiasm,operation quality,teaching effect evaluation results,teaching satisfaction.Results The theoretical score,practical score and total average score of the formative evaluation group were significantly higher than the traditional teaching method group,the differences were statistically significant(P<0.05).The scores of learning effect,objectivity of evaluation process,information acquisition ability,critical thinking ability,autonomous learning ability,team cooperation ability,analysis and problem-solving ability in the formative evaluation group were significantly higher than the traditional teaching method group,the differences were statistically significant(P<0.05).The scores of nurses in the formative assessment group were higher than those in the traditional teaching method group,the differences were statistically significant(P<0.05).The scores of difficulty,mastery,interest and participation of nurses in the formative evaluation group were higher than those in the traditional teaching method group,the differences were statistically significant(P<0.05).The teaching satisfaction of the formative evaluation group was 98.2%(54/55),which was significantly higher than the traditional teaching method group 71.7%(38/53),and the difference was statistically significant(P<0.05).Conclusion The application effect of formative evaluation in the teaching of nursing management in higher vocational colleges is better than that of traditional teaching method,which has reference significance.
作者
杨薇薇
高帅
梁忠新
仲其军
曲舒心
苏淑贤
涂腊根
YANG Weiwei;GAO Shuai;LIANG Zhongxin;ZHONG Qijun;QU Shuxin;SU Shuxian;TU Lagen(Department of Rehabilitation Science and Education,Guangzhou Civil Affairs Bureau Psychiatric Hospital,Guangzhou Guangdong 510430,China;The Third District,Psychiatric Hospital of Guangzhou Civil Affairs Bureau,Guangzhou Guangdong 510430,China;Academic Affairs Office,Guangzhou Huaxia Vocational College,Guangzhou Guangdong 510935,China;Academic Affairs Office,Guangzhou Health Science College,Guangzhou Guangdong 510450,China)
出处
《中国继续医学教育》
2022年第19期138-142,共5页
China Continuing Medical Education
关键词
高职高专
管理学
教学
传统教学法
形成性评价
考核成绩
教学效果
教学满意度
higher vocational colleges
management
teaching
traditional teaching method
formative evaluation
examination results
teaching effect
teaching satisfaction
