护理学报
護理學報
호이학보
JOURNAL OF NURSING
2015年
11期
13-16
,共4页
高职院校%护理专业%“2+1”人才培养模式%“1.5+1+0.5”人才培养模式%护理教育
高職院校%護理專業%“2+1”人纔培養模式%“1.5+1+0.5”人纔培養模式%護理教育
고직원교%호리전업%“2+1”인재배양모식%“1.5+1+0.5”인재배양모식%호리교육
vocational college%nursing%“2+1”talents cultivation pattern%“1.5+1+0.5”talents cultivation pattern
目的：探讨在职业院校对高职护理专业人才培养模式改革的方法与效果。方法在高职护理专业3年的教学过程中，“2+1”人才培养模式组采用以学科为中心的“3段式”课程设置，实施传统的人才培养模式进行教学；“1.5+1+0.5”人才培养模式组按照人的认知规律，通过新人才培养模式进行教学，毕业前对两组高职护生学习成绩、教师与行业专家综合评价结果比较。结果“1.5+1+0.5”人才培养模式组学生学习成绩明显高于“2+1”人才培养模式组，教师与行业专家对“1.5+1+0.5”人才培养模式组学生的护理核心能力、护理管理能力、团队协作能力、沟通与交流能力、创新思维能力等综合评价高于“2+1”人才培养模式组，差异均有统计学意义（P<0.05）。结论高职护理专业“1.5+1+0.5”人才培养模式能促进校企合作，提高护生学习效果，提升学生的职业能力。
目的：探討在職業院校對高職護理專業人纔培養模式改革的方法與效果。方法在高職護理專業3年的教學過程中，“2+1”人纔培養模式組採用以學科為中心的“3段式”課程設置，實施傳統的人纔培養模式進行教學；“1.5+1+0.5”人纔培養模式組按照人的認知規律，通過新人纔培養模式進行教學，畢業前對兩組高職護生學習成績、教師與行業專傢綜閤評價結果比較。結果“1.5+1+0.5”人纔培養模式組學生學習成績明顯高于“2+1”人纔培養模式組，教師與行業專傢對“1.5+1+0.5”人纔培養模式組學生的護理覈心能力、護理管理能力、糰隊協作能力、溝通與交流能力、創新思維能力等綜閤評價高于“2+1”人纔培養模式組，差異均有統計學意義（P<0.05）。結論高職護理專業“1.5+1+0.5”人纔培養模式能促進校企閤作，提高護生學習效果，提升學生的職業能力。
목적：탐토재직업원교대고직호리전업인재배양모식개혁적방법여효과。방법재고직호리전업3년적교학과정중，“2+1”인재배양모식조채용이학과위중심적“3단식”과정설치，실시전통적인재배양모식진행교학；“1.5+1+0.5”인재배양모식조안조인적인지규률，통과신인재배양모식진행교학，필업전대량조고직호생학습성적、교사여행업전가종합평개결과비교。결과“1.5+1+0.5”인재배양모식조학생학습성적명현고우“2+1”인재배양모식조，교사여행업전가대“1.5+1+0.5”인재배양모식조학생적호리핵심능력、호리관리능력、단대협작능력、구통여교류능력、창신사유능력등종합평개고우“2+1”인재배양모식조，차이균유통계학의의（P<0.05）。결론고직호리전업“1.5+1+0.5”인재배양모식능촉진교기합작，제고호생학습효과，제승학생적직업능력。
Objective To explore the effects of nursing talent cultivation pattern reform in vocational college. Methods Students majored in higher vocational nursing were divided into control group and experiment group in the three-year study. In control group, traditional subject-centered talent cultivation pattern was performed but in experiment group, a new cognition-centered talent cultivation pattern was conducted. Students ’ academic score and integrated evaluation from teachers and experts were compared in two groups. ResuIts Students in experiment group obtained higher academic scores. The integrated evaluation from teachers and experts showed that students in experiment group performed better in terms of nursing core competency, nursing management ability, team collaboration ability, communication ability and ability of creative thinking and the difference was statistically significant (P<0.05). ConcIusion The new cognition-centered cultivation pattern of nursing talents benefits the cooperation between colleges and enterprises, the improvement of nursing students ’ learning efficiency and professional ability.
