国际护理学杂志
國際護理學雜誌
국제호이학잡지
INTERNATIONAL JOURNAL OF NURSING
2015年
7期
982-984
,共3页
李泉清%何开莲%何江%侯玉清%任华蓉%龙霖
李泉清%何開蓮%何江%侯玉清%任華蓉%龍霖
리천청%하개련%하강%후옥청%임화용%룡림
情景式教学%护生%学习能力%操作能力
情景式教學%護生%學習能力%操作能力
정경식교학%호생%학습능력%조작능력
Situational teaching%Nursing students%Learning ability%Operation ability
目的：探讨情景式教学对护生学习能力及操作能力的影响。方法选取我校进入临床实习前的护理本科学生50名为研究对象，将其平均分为实验组和对照组各25名，对照组学生采用常规方法进行护理教学培训，实验组学生在常规教学培训的基础上实施情景式教学方法，对比分析两组学生的护理综合能力以及交往焦虑评分及满意程度情况。结果实验组护理本科学生的动手能力、临床决策能力以及沟通能力明显高于对照组护理本科学生，且实验组护理本科学生的交往焦虑评分（27．5±9．2）分，明显低于对照组的（51．2±14．3）分，实验组护理本科学生满意程度96．00％，明显高于对照组的56．00％，差异有统计学意义（ P＜0．05）。结论情景式教学对护生学习能力及操作能力的影响显著，提高了学生的护理综合能力，降低了交往焦虑情况，可以广泛应用。
目的：探討情景式教學對護生學習能力及操作能力的影響。方法選取我校進入臨床實習前的護理本科學生50名為研究對象，將其平均分為實驗組和對照組各25名，對照組學生採用常規方法進行護理教學培訓，實驗組學生在常規教學培訓的基礎上實施情景式教學方法，對比分析兩組學生的護理綜閤能力以及交往焦慮評分及滿意程度情況。結果實驗組護理本科學生的動手能力、臨床決策能力以及溝通能力明顯高于對照組護理本科學生，且實驗組護理本科學生的交往焦慮評分（27．5±9．2）分，明顯低于對照組的（51．2±14．3）分，實驗組護理本科學生滿意程度96．00％，明顯高于對照組的56．00％，差異有統計學意義（ P＜0．05）。結論情景式教學對護生學習能力及操作能力的影響顯著，提高瞭學生的護理綜閤能力，降低瞭交往焦慮情況，可以廣汎應用。
목적：탐토정경식교학대호생학습능력급조작능력적영향。방법선취아교진입림상실습전적호리본과학생50명위연구대상，장기평균분위실험조화대조조각25명，대조조학생채용상규방법진행호리교학배훈，실험조학생재상규교학배훈적기출상실시정경식교학방법，대비분석량조학생적호리종합능력이급교왕초필평분급만의정도정황。결과실험조호리본과학생적동수능력、림상결책능력이급구통능력명현고우대조조호리본과학생，차실험조호리본과학생적교왕초필평분（27．5±9．2）분，명현저우대조조적（51．2±14．3）분，실험조호리본과학생만의정도96．00％，명현고우대조조적56．00％，차이유통계학의의（ P＜0．05）。결론정경식교학대호생학습능력급조작능력적영향현저，제고료학생적호리종합능력，강저료교왕초필정황，가이엄범응용。
Objective To analyze and explore the influence of situational teaching the learning ability and operation ability of nurs-ing students.Methods A total of 50 nursing undergraduate students who were internships in our hospital were averagely divided into the experimental group and control group, the students of control group were treated by routine method for nursing teaching training, the students of experimental group were on the basis of routine teaching training given scene teaching measures, the nursing comprehensive ability, com-municative anxiety score and satisfaction degree of students of two groups were compared and analyzed.Results The nursing undergraduate studentsˊpractical ability of experimental group, clinical decision-making ability and communication skills were significantly higher than those of nursing undergraduate students of control group, and the interaction anxiety scores of nursing undergraduate students of experimental group were (27.5 ±9.2) significantly lower than those of control group (51.2 ±14.3) score, the satisfaction degree of nursing undergradu-ate students of experimental group was (96.00%) obviously higher than that of control group (56.00%), the difference had statistical sig-nificance ( P<0.05) Conclusions Situational teaching for nursing students learning ability and operation ability can improve the nursing comprehensive ability, reduce the communication anxiety situation, it can be widely used.
