CAJ | 학술논문

目的：探索在社区护理教学中采用案例情景模拟-角色扮演教学法对护理本科生评判性思维能力的影响。方法将河北中医学院2011级护理本科生120人随机均分为两组，实验组采用案例情景模拟-角色扮演法进行教学，对照组采用传统教学方法，比较两组授课前后加利福尼亚评判性思维倾向问卷( CCTDI)评分和授课后两组对授课的满意度。结果两组授课前CCTDI总分及各维度评分比较差异无统计学意义( P>0．05)；对照组授课后仅分析能力、评判性思维的信心两个维度评分显著高于授课前(P<0．05)；实验组授课后CCTDI总分及各维度评分均高于授课前，且寻找真相、开放思想、系统化能力、评判性思维的信心4个维度评分及总分显著高于对照组授课后(P<0．05)。实验组授课后对授课满意度评分显著高于对照组(P<0．05)。结论在社区护理教学中采用案例情景模拟-角色扮演教学法可显著提高学生的评判性思维能力，激发学生对社区护理课程的兴趣。
목적：탐색재사구호리교학중채용안례정경모의-각색분연교학법대호리본과생평판성사유능력적영향。방법장하북중의학원2011급호리본과생120인수궤균분위량조，실험조채용안례정경모의-각색분연법진행교학，대조조채용전통교학방법，비교량조수과전후가리복니아평판성사유경향문권( CCTDI)평분화수과후량조대수과적만의도。결과량조수과전CCTDI총분급각유도평분비교차이무통계학의의( P>0．05)；대조조수과후부분석능력、평판성사유적신심량개유도평분현저고우수과전(P<0．05)；실험조수과후CCTDI총분급각유도평분균고우수과전，차심조진상、개방사상、계통화능력、평판성사유적신심4개유도평분급총분현저고우대조조수과후(P<0．05)。실험조수과후대수과만의도평분현저고우대조조(P<0．05)。결론재사구호리교학중채용안례정경모의-각색분연교학법가현저제고학생적평판성사유능력，격발학생대사구호리과정적흥취。
Objective To explore the effect of the case scene simulation-role acting teaching method in commu-nity nursing teaching on the critical thinking ability of nursing undergraduates. Methods A total of 120 nursing students of Chinese Medicine of Hebei University were randomly divided into two groups, the experimental group received the case scene simulation-role acting teaching, while the control group received the traditional teaching method. Scores of the Cali-fornia critical thinking disposition inventory ( CCTDI) before and after teaching and the degree of satisfaction to teaching in the two groups were compared. Results The differences in total CCTDI score and each dimension score before teach-ing in the two groups showed no statistical significances (P>0. 05);the confidence scores of analytical ability and criti-cal thinking in control group after teaching were significantly higher than those before teaching ( P<0. 05 ); in experi-mental group, the total CCTDI score and each dimension score after teaching were higher than those before teaching, and dimension scores of searching for the truth, open mindedness, systematic ability and confidence of the critical mind, and total score were significantly higher than those in the control group after teaching ( P<0. 05 ) . The teaching satisfaction score in experimental group was significantly higher than that in the control group after teaching (P<0. 05). Conclusion The case scene simulation-role acting teaching method in application of community nursing teaching may significantly im-prove the students' critical thinking ability and stimulate the students' interest in community nursing curriculum.