河北中医
河北中醫
하북중의
HEBEI JORNAL OF TRADITIONAL CHINESE MEDICINE
2014年
7期
1082-1083,1084
,共3页
护理学%教育,护理,学士%循证医学
護理學%教育,護理,學士%循證醫學
호이학%교육,호리,학사%순증의학
Nursing science%Education%Nursing%Bachelor%Evidence-based medicine
目的：探讨循证护理（ EBN）教学在护理本科生的临床实习中应用的价值。方法2011年护理实习生65名为对照组，采用传统带教方法；2012年护理实习生69名为研究组，在传统教学的基础上进行EBN教学。观察2组教学前后学生对EBN知识的认知评分、评判性思维能力评分（ GTDI-CV）、理论成绩及操作成绩。结果教学前2组学生对EBN知识的认知评分、CTDI-CV评分、理论成绩及操作成绩比较差异均无统计学意义（ P＞0．05）。教学后2组EBN 知识的认知评分、CTDI-CV评分差异有统计学意义（ P＜0．01），理论成绩评分差异有统计学意义（P＜0．05），操作考试成绩比较差异无统计学意义（P＞0．05）；研究组教学后EBN技能均高于教学前（ P＜0．01）。结论在临床实习中进行EBN知识教学，有助于提高本科护理学生的循证知识及评判性思维能力。
目的：探討循證護理（ EBN）教學在護理本科生的臨床實習中應用的價值。方法2011年護理實習生65名為對照組，採用傳統帶教方法；2012年護理實習生69名為研究組，在傳統教學的基礎上進行EBN教學。觀察2組教學前後學生對EBN知識的認知評分、評判性思維能力評分（ GTDI-CV）、理論成績及操作成績。結果教學前2組學生對EBN知識的認知評分、CTDI-CV評分、理論成績及操作成績比較差異均無統計學意義（ P＞0．05）。教學後2組EBN 知識的認知評分、CTDI-CV評分差異有統計學意義（ P＜0．01），理論成績評分差異有統計學意義（P＜0．05），操作攷試成績比較差異無統計學意義（P＞0．05）；研究組教學後EBN技能均高于教學前（ P＜0．01）。結論在臨床實習中進行EBN知識教學，有助于提高本科護理學生的循證知識及評判性思維能力。
목적：탐토순증호리（ EBN）교학재호리본과생적림상실습중응용적개치。방법2011년호리실습생65명위대조조，채용전통대교방법；2012년호리실습생69명위연구조，재전통교학적기출상진행EBN교학。관찰2조교학전후학생대EBN지식적인지평분、평판성사유능력평분（ GTDI-CV）、이론성적급조작성적。결과교학전2조학생대EBN지식적인지평분、CTDI-CV평분、이론성적급조작성적비교차이균무통계학의의（ P＞0．05）。교학후2조EBN 지식적인지평분、CTDI-CV평분차이유통계학의의（ P＜0．01），이론성적평분차이유통계학의의（P＜0．05），조작고시성적비교차이무통계학의의（P＞0．05）；연구조교학후EBN기능균고우교학전（ P＜0．01）。결론재림상실습중진행EBN지식교학，유조우제고본과호이학생적순증지식급평판성사유능력。
Objective To explore the value of application of Evidence -based nursing in clinical teaching of undergraduate nursing students .Methods 65 nursing undergraduates of 2011 named control group received tradi-tional teaching .69 nursing undergraduates of 2012 named research group received Evidence -based nursing teach on the basis of traditional teaching .Cognitive scores and critical thinking ability scores of Evidence -based nursing knowledge ,theoretical results and operation results were observed before and after teaching in two groups .Results There was no difference between two groups on Cognitive scores and critical thinking ability scores of Evidence -based nursing knowledge,theoretical results and operation results before teaching (P>0.05).There was significant difference between two groups on Cognitive scores and critical thinking ability scores of Evidence -based nursing knowledge after teaching (P<0.01).There was significant difference between two groups on theoretical results after teaching (P<0.05).There was no difference between two groups on operation results (P>0.05).Technical ability of EBN after teaching was higher than that before teaching (P<0.01).Conclusion Teaching Evidence -based nursing knowledge in clinical practice can help to enhance Evidence -based knowledge and critical thinking ability of undergraduate nursing students .
