护理专科教学改革对护生自我导向学习能力的影响
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摘要
目的探索专科护生自我导向学习能力培养的实践方法及效果。方法将2012级护理专科护生随机分为观察组(n=116)和对照组(n=160)。对照组按照常规模式教学;观察组采取1+2教学模式进行,即1年高校本部基础理论课教学+2年临床学院专业学习与临床实践培养,并从培养护生的学习意识、学习行为、学习策略、学习评价及人际关系技能5个方面进行教学课程改革。实施前后运用自我导向学习等级评定量表进行测评。结果观察组自我导向学习能力总分为(240.50±22.51)分,高于对照组(207.90±23.67)分,两组比较,差异有统计学意义(P<0.01)。结论采取1+2教学模式,并将自我导向学习能力培养纳入专科护生的教学改革,能有效提高其自我导向学习能力。
Objective To explore cultivation and practice of self-directed learning ability for college nursing students and its effect.Methods Totally 276 college nursing students enrolled in 2012 were randomized into an observation group(n=116)and a control group(n=160).The control group was taught using conventional model,while the observation group was taught using 1plus 2teaching model,which meant the students studied basic and theoretical courses in college for the first year,then studied professional courses and practiced in clinic for the second and the third year,and the courses teaching reform focused on cultivation of students′learning awareness,learning behavior,learning strategy,learning evaluation and interpersonal relationship skill.The self-rating scale of self-directed learning was applied to assess students before and after the intervention.Results The total score of self-directed learning in the observation group was(240.50土22.51),which was significantly higher than that in the control group(207.90土23.67)(P<0.01).Conclusion Application of 1plus 2teaching model,and inclusion of developing students′self-directed learning ability in the teaching reform for college nursing students,could effectively improve their self-directed learning ability.
Objective To explore cultivation and practice of self-directed learning ability for college nursing students and its effect.Methods Totally 276 college nursing students enrolled in 2012 were randomized into an observation group(n=116)and a control group(n=160).The control group was taught using conventional model,while the observation group was taught using 1plus 2teaching model,which meant the students studied basic and theoretical courses in college for the first year,then studied professional courses and practiced in clinic for the second and the third year,and the courses teaching reform focused on cultivation of students′learning awareness,learning behavior,learning strategy,learning evaluation and interpersonal relationship skill.The self-rating scale of self-directed learning was applied to assess students before and after the intervention.Results The total score of self-directed learning in the observation group was(240.50土22.51),which was significantly higher than that in the control group(207.90土23.67)(P<0.01).Conclusion Application of 1plus 2teaching model,and inclusion of developing students′self-directed learning ability in the teaching reform for college nursing students,could effectively improve their self-directed learning ability.
引文
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[8]张凤勤,陈红宇,丁娟,等.“三早式见习”模式对高职护生自我导向学习能力的影响[J].护士进修杂志,2016,31(9):824-826.
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[12]邓菲菲,魏大琼.国外高职高专护理教育中院校合作的现状及对我国的启示[J].护理学杂志,2015,30(19):75-77.
[13]姜安丽,林毅.护理专业本科生自主学习能力的概念和构成研究[J].中华护理杂志,2005,40(2):128-130.
[14]赵婉莉,陈红.2000-2013年国内护生自主学习能力调查类文献分析与JBI标准评价[J].护理学报,2014,21(22):1-7.
[15]林岑,刘树麟,刘哲军.护理专业学生自主学习现状及其影响因素调查[J].护理学杂志,2012,27(4):62-65.
[16]王艳红,林秧,孙建玲,等.大专护理专业学生专业承诺和自主学习能力关系的研究[J].中国护理管理,2013,13(9):53-55.
[17]谈学灵,温秋月,伍小飞.成都市535名高校护生自主学习能力现状及影响因素分析[J].护理学报,2013,20(3):14-17.
[18]孙水英,黄学英,崔亚敏.不同专科层次护生自主学习能力的现状调查[J].护理管理杂志,2012,12(10):858-859.
[19]许燕.高职护生自主学习情况调查分析与应对策略[J].铜陵职业技术学院学报,2010(4):59-60.
[20]唐袁虹,赵淑敏,吕敏,等.“院校合作”培养管理模式对提高临床护理教师教学能力的策略研究[J].中华全科医学,2015,13(9):1531-1533.
[2]高坊洪,周萍.基于ASK模型的高职院校旅游专业人才培养模式刍议[J].常州信息职业技术学院学报,2014,13(4):31-33.
[3]李承林,张宏伟.在实践学期中培养师生态度知识技能的研究与实践[J].高等职业教育,2011(12):24-29.
[4]李莉,李银芳,刘航,等.思维导图在《基础护理学》实验课集体备课中的应用[J].护理学报,2013,20(2):8-10.
[5]陈红宇,付沫,张凤琴,等.护理技术服务与规范流程[M].武汉:湖北科学技术出版社,2010:4-89.
[6]刘红,刘书香,戴莉,等.案例分析法在护生护理核心制度培训中的应用[J].护理学杂志,2012,27(2):67-69.
[7]丁娟,王虹.基于思维导图教学法的本科新护士岗前培训效果评价[J].护士进修杂志,2016,31(6):555-557.
[8]张凤勤,陈红宇,丁娟,等.“三早式见习”模式对高职护生自我导向学习能力的影响[J].护士进修杂志,2016,31(9):824-826.
[9]沈玉琴,胡雁.中文版自我导向学习评定量表的信度和效度[J].中华护理杂志,2011,46(12):1216-1218.
[10]龙敏.从中外教育比较浅谈医学生自主学习能力培养[J].中国高等医学教育,2013(8):20-21.
[11]关青,王燕萍.借鉴美国护理课程设置推进我国护生自主学习能力的培养[J].吉林医药学院学报,2012,33(3):180-181.
[12]邓菲菲,魏大琼.国外高职高专护理教育中院校合作的现状及对我国的启示[J].护理学杂志,2015,30(19):75-77.
[13]姜安丽,林毅.护理专业本科生自主学习能力的概念和构成研究[J].中华护理杂志,2005,40(2):128-130.
[14]赵婉莉,陈红.2000-2013年国内护生自主学习能力调查类文献分析与JBI标准评价[J].护理学报,2014,21(22):1-7.
[15]林岑,刘树麟,刘哲军.护理专业学生自主学习现状及其影响因素调查[J].护理学杂志,2012,27(4):62-65.
[16]王艳红,林秧,孙建玲,等.大专护理专业学生专业承诺和自主学习能力关系的研究[J].中国护理管理,2013,13(9):53-55.
[17]谈学灵,温秋月,伍小飞.成都市535名高校护生自主学习能力现状及影响因素分析[J].护理学报,2013,20(3):14-17.
[18]孙水英,黄学英,崔亚敏.不同专科层次护生自主学习能力的现状调查[J].护理管理杂志,2012,12(10):858-859.
[19]许燕.高职护生自主学习情况调查分析与应对策略[J].铜陵职业技术学院学报,2010(4):59-60.
[20]唐袁虹,赵淑敏,吕敏,等.“院校合作”培养管理模式对提高临床护理教师教学能力的策略研究[J].中华全科医学,2015,13(9):1531-1533.