中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2014年
10期
1213-1215
,共3页
护生%人文关怀%PBL
護生%人文關懷%PBL
호생%인문관부%PBL
Nursing students%Humanistic care%Problem-based learning
目的：探讨以问题为基础的学习（ PBL ）教学法在临床护生人文关怀教育的应用效果。方法选择2012年3月-2013年3月实习护生96名，随机分为研究组和对照组，每组48名。研究组采取PBL教学模式，对照组采取传统人文关怀教学方法，采用护理专业大学生人文关怀能力调查表比较两组护生人文关怀能力的差异。结果进科时两组护生人文关怀能力评分比较差异无统计学意义（P＞0．05）；出科前研究组护生人文关怀能力总分为（165．80±4．20）分，对照组为（148．60±5．29）分，两组比较差异具有统计学意义（t＝-4．21，P＜0．05）；两组护生人文关怀量表各维度得分比较差异均有统计学意义（P＜0．05）。结论 PBL运用于护生人文关怀教育中能够让护生真正领悟人文关怀的内涵，转变服务理念，培养人文关怀的能力，提高护生的综合素质。
目的：探討以問題為基礎的學習（ PBL ）教學法在臨床護生人文關懷教育的應用效果。方法選擇2012年3月-2013年3月實習護生96名，隨機分為研究組和對照組，每組48名。研究組採取PBL教學模式，對照組採取傳統人文關懷教學方法，採用護理專業大學生人文關懷能力調查錶比較兩組護生人文關懷能力的差異。結果進科時兩組護生人文關懷能力評分比較差異無統計學意義（P＞0．05）；齣科前研究組護生人文關懷能力總分為（165．80±4．20）分，對照組為（148．60±5．29）分，兩組比較差異具有統計學意義（t＝-4．21，P＜0．05）；兩組護生人文關懷量錶各維度得分比較差異均有統計學意義（P＜0．05）。結論 PBL運用于護生人文關懷教育中能夠讓護生真正領悟人文關懷的內涵，轉變服務理唸，培養人文關懷的能力，提高護生的綜閤素質。
목적：탐토이문제위기출적학습（ PBL ）교학법재림상호생인문관부교육적응용효과。방법선택2012년3월-2013년3월실습호생96명，수궤분위연구조화대조조，매조48명。연구조채취PBL교학모식，대조조채취전통인문관부교학방법，채용호리전업대학생인문관부능력조사표비교량조호생인문관부능력적차이。결과진과시량조호생인문관부능력평분비교차이무통계학의의（P＞0．05）；출과전연구조호생인문관부능력총분위（165．80±4．20）분，대조조위（148．60±5．29）분，량조비교차이구유통계학의의（t＝-4．21，P＜0．05）；량조호생인문관부량표각유도득분비교차이균유통계학의의（P＜0．05）。결론 PBL운용우호생인문관부교육중능구양호생진정령오인문관부적내함，전변복무이념，배양인문관부적능력，제고호생적종합소질。
Objective To explore the application effect of problem-based learning ( PBL ) on humanistic care education in clinical nursing students .Methods Ninety-six internship nursing students from March 2012 to March 2013 were chosen and randomly divided into the experimental group and the control group , each with 48 cases.The experimental group received the PBL teaching mode , and the control group received the traditional humanistic care teaching methods .The humanistic care ability was compared between two groups through the humanistic care ability of nursing undergraduates ’ questionnaire .Results No difference was found in the humanistic care ability between two groups when they came into the department (P>0.05).When they got out of the department , the total score of humanistic care ability in the experimental group was ( 165 .80 ± 4.20), and was (148.60 ±5.29) in the control group, and the difference was statistically significant ( t=-4.21, P<0.05).The differences were found in the scores of different dimensions in the humanistic care questionnaire between two groups (P <0.05).Conclusions The application of PBL on humanistic care education in the nursing students makes them truly comprehend the connotation of humanistic care , and change the service concept , and train the humanistic care ability , and improve their comprehensive quality .
