摘要
目的:验证具身认知理论对护理“双师型”带教教师核心能力的培养与实践的路径和效果,以期提高护理“双师型”教师教育教学质量。方法:采取方便抽样方法,对128名自愿入组的护理“双师型”教师进行具身认知理论的临床工作实验,采用核心能力评价、“知、信、行”问卷评价、实习护士对带教教师评价和病人满意度调查进行评价。结果:基于具身认知理论的护理“双师型”带教教师在专科理论知识、专科护理常规、临床护理技能、突发事件的应急处理、科研能力、教学能力成绩明显优于对照组,差异有统计学意义(P<0.05);在“知、信、行”问卷评价、实习护士对带教教师评价和病人满意度调查评价均优于对照组。结论:具身认知理论的应用有助于“双师型”带教教师提高护理质量,促进沟通与合作,高学历护士更加注重对护生的培养,增强自我认知,促进职业发展。
Objective:To verify the path and effect of embodied cognition theory on the cultivation and practice of core abilities of nursing"dual teacher"teachers,in order to improve the quality of nursing"dual teacher"teacher education and teaching.Method:Convenient sampling method was adopted to conduct a clinical work experiment on embodied cognition theory among 128 voluntarily enrolled nursing"dual teacher"teachers.Core competency evaluation,"knowledge,belief,and action"questionnaire evaluation,internship nurse evaluation of teaching teachers,and patient satisfaction survey were used for evaluation.Result:Based on embodied cognition theory,the nursing"dual teacher"teaching teachers showed significantly better performance than the control group in specialized theoretical knowledge,specialized nursing routines,clinical nursing skills,emergency response to emergencies,scientific research ability,and teaching ability,with statistical significance(P<0.05);The evaluation of the"knowledge,belief,and action"questionnaire,the evaluation of the internship nurse on the teaching teacher,and the evaluation of the patient satisfaction survey were all better than the control group.Conclusion:The application of embodied cognition theory can help"dual teacher"teaching teachers improve nursing quality,promote communication and cooperation,focus on cultivating nursing students,enhance self-awareness,and promote career development.
出处
《科技风》
2024年第18期136-138,共3页
基金
2022年度甘肃省高等学校创新基金项目:TPACK视域下高校护理专业教师信息化教学能力提升策略研究(2022A-255)阶段研究成果。
关键词
具身认知理论
“双师型”教师
核心能力
embodied cognitive theory
"Double qualified"teachers
Core competencies
