CAJ | 학술논문

目的探讨培育护理学专业学生人文关怀素养的教学方法.方法随机抽取某大学护理学专业2006级女学生95人为对照组,2007级女学生95人为干预组；两组学生均选择在大学二年级时强化人文关怀素养培育.对照组采用传统的教学方法,干预组在传统教学方法的基础上采用多种教学方法相结合培育学生人文关怀素养.在强化人文关怀素养培育项目实施前后,均采用自制问卷对两组学生的人性关怀、人际关怀、临床关怀能力进行评价.结果对照组和干预组分别经过1年的学习,干预组项目实施前后自身比较,人性关怀、人际关怀、临床关怀维度的得分较前均有提高,P值分别为0.006、0.000、0.000,差异有统计学意义(P＜0.05)；对照组自身前后三个维度得分比较,P值分别为0.103、0.680、0.357,差异均无统计学意义( P＞0.05).干预组与对照组项目实施后人性关怀维度得分比较,P值为0.566,差异无统计学意义(P＞0.05)；人际关怀、临床关怀两个维度得分比较,干预组高于对照组,P值分别为0.000、0.001,差异有统计学意义(P＜0.05).结论根据相应学年所学课程特点选择恰当的教学方法,可有效提高护理学专业学生人性关怀、人际关怀、临床关怀水平.
목적 탐토배육호이학전업학생인문관부소양적교학방법.방법 수궤추취모대학호이학전업2006급녀학생95인위대조조,2007급녀학생95인위간예조；량조학생균선택재대학이년급시강화인문관부소양배육.대조조채용전통적교학방법,간예조재전통교학방법적기출상채용다충교학방법상결합배육학생인문관부소양.재강화인문관부소양배육항목실시전후,균채용자제문권대량조학생적인성관부、인제관부、림상관부능력진행평개.결과 대조조화간예조분별경과1년적학습,간예조항목실시전후자신비교,인성관부、인제관부、림상관부유도적득분교전균유제고,P치분별위0.006、0.000、0.000,차이유통계학의의(P＜0.05)；대조조자신전후삼개유도득분비교,P치분별위0.103、0.680、0.357,차이균무통계학의의( P＞0.05).간예조여대조조항목실시후인성관부유도득분비교,P치위0.566,차이무통계학의의(P＞0.05)；인제관부、림상관부량개유도득분비교,간예조고우대조조,P치분별위0.000、0.001,차이유통계학의의(P＜0.05).결론 근거상응학년소학과정특점선택흡당적교학방법,가유효제고호이학전업학생인성관부、인제관부、림상관부수평.
Objective To probe into the teaching methods of humanistic caring ability in nursing students.Methods By using the cognitive questionnaire of care problems in relationship,clinical care and humanistic sympathy,we randomly selected 95 nursing female students in 2007 level and 95 in 2006 level who were taught by different teaching methods when they are both in the second year in college and then analyze the result of questionnaire.Results In three dimensionalities of humanistic caring ability,the intervention group have a good result than before ( P ＜ 0.05 ) while the control group have no statistical difference ( P ＜ 0.05 ).Through one year teaching,the resuh is better than before in relationship and clinical care compare with no change in humanistic sympathy.Conclusion Choosing appropriate teaching methods according to the courses is beneficial to the students in humanity care,personal care and clinical care.