CAJ | 학술논문

目的：研究多元化教学法在心内科临床护理教学中应用的可行性和有效性。方法将2012年9月—2013年9月在心内科实习的护生139人按随机数字表法分为对照组（ n＝68）和试验组（n＝71），对照组采用传统“一对一”带教模式，试验组采用讲授式教学法（LBL）、以团队为基础的教学法（ TBL）和以问题为基础的教学法（ PBL）相结合的多元化教学法，比较两组教学效果。结果试验组护生出科理论考试成绩为（91．8±3．6）分，操作考试成绩为（92．4±2．9）分，均优于对照组，差异有统计学意义（ t值分别为7.89，5．51；P＜0．05）；试验组护生对教学满意度为84．5％，对照组为61．8％，差异有统计学意义（ u＝2.1，P＜0．05）。结论 LBL、TBL、PBL多元化教学法可提高教学效果，获得护生和带教老师的认同。
목적：연구다원화교학법재심내과림상호리교학중응용적가행성화유효성。방법장2012년9월—2013년9월재심내과실습적호생139인안수궤수자표법분위대조조（ n＝68）화시험조（n＝71），대조조채용전통“일대일”대교모식，시험조채용강수식교학법（LBL）、이단대위기출적교학법（ TBL）화이문제위기출적교학법（ PBL）상결합적다원화교학법，비교량조교학효과。결과시험조호생출과이론고시성적위（91．8±3．6）분，조작고시성적위（92．4±2．9）분，균우우대조조，차이유통계학의의（ t치분별위7.89，5．51；P＜0．05）；시험조호생대교학만의도위84．5％，대조조위61．8％，차이유통계학의의（ u＝2.1，P＜0．05）。결론 LBL、TBL、PBL다원화교학법가제고교학효과，획득호생화대교로사적인동。
Objective The present study sought to explore the feasibility and effectiveness of lecture-based learning ( LBL ) , task-based learning ( TBL ) and problem-based learning ( PBL ) in clinical nursing teaching of department of cardiology.Methods A total of 139 practice nurses in the department of cardiology from September 2012 to September 2013 were divided into the control group and the experiment group according to random number table.The control group consisted of 68 practice nurses received traditional “one to one”education model, while 71 practice nurses were included in the experiment group with diversified teaching methods of LBL, TBL and PBL.Results The theoretical and practical exam results of experiment group were (91.8 ±3.6) and (92.4 ±2.9), which were significantly higher than those in the control group (t=7.89,5.51, respectively;P <0.05).The satisfaction of teaching in the experiment group was 84.5%, compared to 61.8% in the control group, the difference was statistically significont (u =2.1,P <0.05). Conclusions Diversified teaching methods of LBL, TBL and PBL can improve the effect of teaching, and was identified by practice nurses and clinical teachers.