CAJ | 학술논문

目的探讨以问题为基础学习(problem-based learning,PBL)教学方法在本科护理学专业内科护理学教学中的应用效果.方法选择北京大学护理学院2008级护理学专业29名本科生为教学对象,在内科护理学教学中实施PBL教学方法,采用问卷调查方式了解学生对PBL教学效果的评价；同时,由教师对学生在PBL教学中的表现做出评价.结果 26名学生认为PBL教学有助于掌握病毒性肝炎的疾病知识及理解病人的权利,占比89.7％；25名学生认为PBL教学有助于培养团队合作精神,占比86.2％；22名学生认为PBL教学有助于培养批判性思维及锻炼语言沟通及表达能力,占比75.9％；21名学生认为PBL教学有助于理解病人的心理反应及提高资料的检索和利用能力,占比72.4％.然而,只有12名学生表示更喜欢PBL教学,占比41.4％；只有11名学生认为“自己用于准备PBL的时间和精力是足够的”,占比37.9％；学生对教师在“过程控制”和“引导学生讨论的能力”两方面的评分相对较低,分别为(18.5±2.0)分和(18.5±2.1)分,最低分均为12.0分.在教师对学生的两次评价中,除交流能力外,第二次评价在总分、参与性、准备工作、研讨精神及团队合作方面的得分均有所提高,t值在2.18 ～4.43之间,P＜0.05.结论 PBL教学不仅有助于学生多方面能力的提高,而且有助于病毒性肝炎相关知识的学习.因此,应当帮助学生逐渐适应PBL教学,为学生提供充足的准备时间,并加强对指导教师的培训.
목적 탐토이문제위기출학습(problem-based learning,PBL)교학방법재본과호이학전업내과호이학교학중적응용효과.방법 선택북경대학호이학원2008급호이학전업29명본과생위교학대상,재내과호이학교학중실시PBL교학방법,채용문권조사방식료해학생대PBL교학효과적평개；동시,유교사대학생재PBL교학중적표현주출평개.결과 26명학생인위PBL교학유조우장악병독성간염적질병지식급리해병인적권리,점비89.7％；25명학생인위PBL교학유조우배양단대합작정신,점비86.2％；22명학생인위PBL교학유조우배양비판성사유급단련어언구통급표체능력,점비75.9％；21명학생인위PBL교학유조우리해병인적심리반응급제고자료적검색화이용능력,점비72.4％.연이,지유12명학생표시경희환PBL교학,점비41.4％；지유11명학생인위“자기용우준비PBL적시간화정력시족구적”,점비37.9％；학생대교사재“과정공제”화“인도학생토론적능력”량방면적평분상대교저,분별위(18.5±2.0)분화(18.5±2.1)분,최저분균위12.0분.재교사대학생적량차평개중,제교류능력외,제이차평개재총분、삼여성、준비공작、연토정신급단대합작방면적득분균유소제고,t치재2.18 ～4.43지간,P＜0.05.결론 PBL교학불부유조우학생다방면능력적제고,이차유조우병독성간염상관지식적학습.인차,응당방조학생축점괄응PBL교학,위학생제공충족적준비시간,병가강대지도교사적배훈.
Objective To evaluate the effects of problem-based learning (PBL) in the medical nursing course.Methods 29 baccalaureate nursing students were selected and PBL method was employed in the medical nursing course.Self-designed questionnaire was administered to the students to evaluate the effects of PBL.The students' performances were also examined from tutors' perspective.Results Twenty-six students(89.7％)agreed that PBL was helpful to master the knowledge of viral hepatitis and promote the understanding of patients' rights.Twenty-five students (86.2％) agreed that PBL may foster their team spirit.Twenty-two students (75.9％) agreed that PBL was good to critical thinking and communication skills.Twenty-one students(72.4％)agreed that PBL helped to understand patient's psychological reaction and to improve information searching and utilization skills.However,only 12 students (41.4％) favored PBL compared to lecture-based learning.11 students(37.9％) disagreed that they had enough time and energy to prepare PBL; In the tutors' performance evaluated by students,scores for process control and the ability to facilitate discussion were relatively low,that is,18.5±2.0 and 18.5±2.1,respectively,the lowest score was both 12;In the performance evaluated by tutors,except for the score of communication skills,statistical significances were found in the total score,the score of participation,preparation,discussion and team spirit between the fiint and the second session,t value ranged from 2.18 to 4.43,P＜0.05.Conclusions PBL not only helps students to foster their multiple capabilities,but also help them learn viral hepatitis-related knowledge.Efforts should be made to help students gradually adapt to the PBL.Enough time should be ensured for students to well prepare for PBL,training for tutors should be strengthened as well.