中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2010年
1期
4-8
,共5页
胡雁%矫海莲%徐建鸣%曹育玲%张博恒
鬍雁%矯海蓮%徐建鳴%曹育玲%張博恆
호안%교해련%서건명%조육령%장박항
循证护理%课程建设%教与学过程%课程评价
循證護理%課程建設%教與學過程%課程評價
순증호리%과정건설%교여학과정%과정평개
Evidence-based Nursing%Course Development%Teaching and Learning Experience%Course Evaluation
目的 探讨在护理学专业研究生中开设循证护理(EBN)课程的经验和教训,以进一步改进课程.方法 根据课程开发理论和技术构建EBN课程教学方案,并对复旦大学护理学院研究生课程进修班07级学生(n=33)开展54学时的循征护理教学,以06级学生(n=26)为对照组.教学结束后对实验组学生进行EBN理论知识、态度、文献评鉴技能及制作系统评价方案能力方面的测试,同时应用课程反馈问卷评价表和访谈法了解学生对EBN课程教学过程和效果的评价.结果 教学后实验组学生EBN理论知识得分高于对照组(P<0.01);教学后实验组学生EBN文献评鉴技能得分高于教学前(P<0.01).课程反馈的问卷评价和访谈结果 提示:学生均认为EBN课程是具有挑战性的课程,同时从该课程中收获很多,尤其是学生能够通过该课程整合并应用流行病学、卫生统计、文献检索、护理研究等课程的内容.学生体验中最具有挑战性的是文献质量坪鉴、文献提取、Meta分析和证据的临床应用.学生认为该课程内容理论联系临床护理实践,绝大多数学生对教学内容、教材、教学方法 满意,但对教学学时和开课方式提出改进意见.结论 在护理学研究生中开设EBN课程具有可行性,该课程可提高学生的文献评阅和系统评价能力,并提高学生将证据应用到临床实践的意识.应进一步开展研究并改进课程内容和教学办法.
目的 探討在護理學專業研究生中開設循證護理(EBN)課程的經驗和教訓,以進一步改進課程.方法 根據課程開髮理論和技術構建EBN課程教學方案,併對複旦大學護理學院研究生課程進脩班07級學生(n=33)開展54學時的循徵護理教學,以06級學生(n=26)為對照組.教學結束後對實驗組學生進行EBN理論知識、態度、文獻評鑒技能及製作繫統評價方案能力方麵的測試,同時應用課程反饋問捲評價錶和訪談法瞭解學生對EBN課程教學過程和效果的評價.結果 教學後實驗組學生EBN理論知識得分高于對照組(P<0.01);教學後實驗組學生EBN文獻評鑒技能得分高于教學前(P<0.01).課程反饋的問捲評價和訪談結果 提示:學生均認為EBN課程是具有挑戰性的課程,同時從該課程中收穫很多,尤其是學生能夠通過該課程整閤併應用流行病學、衛生統計、文獻檢索、護理研究等課程的內容.學生體驗中最具有挑戰性的是文獻質量坪鑒、文獻提取、Meta分析和證據的臨床應用.學生認為該課程內容理論聯繫臨床護理實踐,絕大多數學生對教學內容、教材、教學方法 滿意,但對教學學時和開課方式提齣改進意見.結論 在護理學研究生中開設EBN課程具有可行性,該課程可提高學生的文獻評閱和繫統評價能力,併提高學生將證據應用到臨床實踐的意識.應進一步開展研究併改進課程內容和教學辦法.
목적 탐토재호이학전업연구생중개설순증호리(EBN)과정적경험화교훈,이진일보개진과정.방법 근거과정개발이론화기술구건EBN과정교학방안,병대복단대학호이학원연구생과정진수반07급학생(n=33)개전54학시적순정호리교학,이06급학생(n=26)위대조조.교학결속후대실험조학생진행EBN이론지식、태도、문헌평감기능급제작계통평개방안능력방면적측시,동시응용과정반궤문권평개표화방담법료해학생대EBN과정교학과정화효과적평개.결과 교학후실험조학생EBN이론지식득분고우대조조(P<0.01);교학후실험조학생EBN문헌평감기능득분고우교학전(P<0.01).과정반궤적문권평개화방담결과 제시:학생균인위EBN과정시구유도전성적과정,동시종해과정중수획흔다,우기시학생능구통과해과정정합병응용류행병학、위생통계、문헌검색、호리연구등과정적내용.학생체험중최구유도전성적시문헌질량평감、문헌제취、Meta분석화증거적림상응용.학생인위해과정내용이론련계림상호리실천,절대다수학생대교학내용、교재、교학방법 만의,단대교학학시화개과방식제출개진의견.결론 재호이학연구생중개설EBN과정구유가행성,해과정가제고학생적문헌평열화계통평개능력,병제고학생장증거응용도림상실천적의식.응진일보개전연구병개진과정내용화교학판법.
Objective To explore the experience of developing evidence-based nursing (EBN) course in postgraduate nursing program in order to improve the quality of course.Methods A comprehensive project on developing EBN course for postgraduate nursing students was initiated in School of Nursing Fudan University.59 postgraduate nursing students in school of nursing, Fudan University were conveniently classified into EBN teaching group (n = 33) and control group (n = 26).The students in the EBN teaching group received 54 credit hours evidence-based nursing education.The teaching and learning experience were reflected through faculty interview and student interview. The teaching and learning outcome were evaluated by self-designed questionnaires.Results Students considered EBN course as a challenge.They experienced both positive and negative feelings during learning EBN.The critical appraisal, data extraction, Meta analysis and evidences utilization were seen as bigger challenges. However, they valued the experience of learning EBN as the opportunity for them to integrate knowledge and skill of literature searching, clinical epidemiology, health statistics, and nursing research into the learning of EBN course. Students in EBN teaching group had significantly higher score on evidence-based nursing knowledge than control group (z = 3.582, P < 0.01).Students in EBN teaching group had significantly higher scores on critical appraisal at post-course than at pre-course(t = 3.674,P < 0.01).Most of the students in EBN teaching group were satisfied with course content, teaching materials and teaching methods.In addition, they proposed constructive suggestions on credit hours and teaching arrangement for further implementing of evidence-based nursing course.Conclusions It is suggested that EBN can be developed as a course in postgraduate nursing program.The knowledge and skills on critical appraisal of literature and conducting systematic review can be improved by learning a comprehensive EBN course.However,the course content and teaching methods need further explore.
