现代临床护理
現代臨床護理
현대림상호리
MODERN CLINICAL NURSING
2015年
4期
58-61
,共4页
性格色彩学%神经内科%护理教学
性格色綵學%神經內科%護理教學
성격색채학%신경내과%호리교학
four-color personality analysis%neurology%nursing teaching
目的：探讨性格色彩学在神经内科护理教学中的应用效果。方法选择2011年6月~2012年5月55名在校三年级大专实习护生，设为对照组，2012年6月~2013年5月55名在校三年级大专实习护生，设为实验组，对照组采用传统教学方法带教，实验组采用性格色彩学教学方法。比较两组护生实习后应对能力和评判性思维能力情况，并了解实验组护生对性格色彩学教学效果的评价。结果实习结束时实验组护生应对能力在解决问题能力、求助、合理化维度得分明显高于对照组，在自责维度得分明显低于对照组，两组比较，均P<0.05，差异具有统计学意义；实习结束时实验组护生评判性思维能力总分及其评判性思维的自信心和求知欲维度得分明显高于对照组，两组比较，均P<0.05，差异具有统计学意义；实验组护生认为性格色彩学教学方法能让护生了解自己，完善个性，更快更好地适应临床环境，提供展示自我的机会及激发主动学习积极性等。结论性格色彩学应用于护理教学中能有效提高护生应对能力、评判性思维能力及帮助护生完善个性，更好地适应不同工作环境和任务，提高教学质量。
目的：探討性格色綵學在神經內科護理教學中的應用效果。方法選擇2011年6月~2012年5月55名在校三年級大專實習護生，設為對照組，2012年6月~2013年5月55名在校三年級大專實習護生，設為實驗組，對照組採用傳統教學方法帶教，實驗組採用性格色綵學教學方法。比較兩組護生實習後應對能力和評判性思維能力情況，併瞭解實驗組護生對性格色綵學教學效果的評價。結果實習結束時實驗組護生應對能力在解決問題能力、求助、閤理化維度得分明顯高于對照組，在自責維度得分明顯低于對照組，兩組比較，均P<0.05，差異具有統計學意義；實習結束時實驗組護生評判性思維能力總分及其評判性思維的自信心和求知欲維度得分明顯高于對照組，兩組比較，均P<0.05，差異具有統計學意義；實驗組護生認為性格色綵學教學方法能讓護生瞭解自己，完善箇性，更快更好地適應臨床環境，提供展示自我的機會及激髮主動學習積極性等。結論性格色綵學應用于護理教學中能有效提高護生應對能力、評判性思維能力及幫助護生完善箇性，更好地適應不同工作環境和任務，提高教學質量。
목적：탐토성격색채학재신경내과호리교학중적응용효과。방법선택2011년6월~2012년5월55명재교삼년급대전실습호생，설위대조조，2012년6월~2013년5월55명재교삼년급대전실습호생，설위실험조，대조조채용전통교학방법대교，실험조채용성격색채학교학방법。비교량조호생실습후응대능력화평판성사유능력정황，병료해실험조호생대성격색채학교학효과적평개。결과실습결속시실험조호생응대능력재해결문제능력、구조、합이화유도득분명현고우대조조，재자책유도득분명현저우대조조，량조비교，균P<0.05，차이구유통계학의의；실습결속시실험조호생평판성사유능력총분급기평판성사유적자신심화구지욕유도득분명현고우대조조，량조비교，균P<0.05，차이구유통계학의의；실험조호생인위성격색채학교학방법능양호생료해자기，완선개성，경쾌경호지괄응림상배경，제공전시자아적궤회급격발주동학습적겁성등。결론성격색채학응용우호리교학중능유효제고호생응대능력、평판성사유능력급방조호생완선개성，경호지괄응불동공작배경화임무，제고교학질량。
Objective To explore the effect of four-color personality analysis (FPA) in teaching of neurology nursing. Methods Fifty-five student nurses of 3-year courses were assigned into the control group from June 2011 to May 2012 , and another 55 students from June 2012 to May 2013 into the experiment group. For the teaching of neurology nursing, the traditional teaching methodology was used in the control group and FPA teaching methodology in the experiment group. The two groups were compared in terms of their internship coping capacity and critical thinking ability before and after the nursing internship. The evaluation from them over teaching effectiveness was analyzed. Results The experiment group gained significantly higher scores on ability in solving problems, asking for help and rationalization than the control group did (P<0.05), and significantly lower scores on self-reproach (P<0.05) at the end of the internship. The experiment group gained significantly higher scores on critical thinking ability, confidence and knowledge learning than the controls did (P<0.05). The student nurses in the experiment group all believed that the four-color personality analysis helped them understand themselves, better their personality, make them a adapt to the clinical settings better, and enhance their ability in communication. Conclusion FPA applied in the teaching of neurology nursing can effectively improve coping capacity and critical thinking ability of student nurses, help them better their personality and be more adaptive to different clinical environment and tasks, and ultimately improve the teaching quality.
