CAJ | 학술논문

目的：从学生满意度角度探讨基础护理技能实验教学与考核评价存在的问题、影响因素及对策建议。方法采用自编问卷，以某中医院校500名护理专业学生为调查对象，探讨其对现行基础护理技能实验教学与考核评价机制的满意程度。结果学生对现行基础护理技能实验教学的满意度得分为（90.16±12.73）分，学生满意度较低的前3位是对现行的临床见习报告内容编排的满意程度；对基护技能实验课时自己发挥创新思维的满意程度；对实验课操作练习采用人体模型的满意程度；不同性别、家庭情况、见习时间和工作意愿的学生总满意度得分比较差异均有统计学意义（均P<0.05）。结论学生对现行基础护理技能实验教学与考核评价机制的满意度居中，应进一步合理设置临床见习报告，建立教师追踪反馈机制；基于循证理念不断更新技能操作考核标准，与临床实践教学保持紧密衔接；开设基于复杂临床情境的综合性实验以培养学生创新意识和评判性思维。同时，实验教学应考虑到不同群体特征与学习阶段学生的学习需求，重点关注满意度较低和从业意愿不强的学生。
목적：종학생만의도각도탐토기출호리기능실험교학여고핵평개존재적문제、영향인소급대책건의。방법채용자편문권，이모중의원교500명호리전업학생위조사대상，탐토기대현행기출호리기능실험교학여고핵평개궤제적만의정도。결과학생대현행기출호리기능실험교학적만의도득분위（90.16±12.73）분，학생만의도교저적전3위시대현행적림상견습보고내용편배적만의정도；대기호기능실험과시자기발휘창신사유적만의정도；대실험과조작연습채용인체모형적만의정도；불동성별、가정정황、견습시간화공작의원적학생총만의도득분비교차이균유통계학의의（균P<0.05）。결론학생대현행기출호리기능실험교학여고핵평개궤제적만의도거중，응진일보합리설치림상견습보고，건립교사추종반궤궤제；기우순증이념불단경신기능조작고핵표준，여림상실천교학보지긴밀함접；개설기우복잡림상정경적종합성실험이배양학생창신의식화평판성사유。동시，실험교학응고필도불동군체특정여학습계단학생적학습수구，중점관주만의도교저화종업의원불강적학생。
Objective To investigate the students satisfaction of the teaching and assessment of simulation-based fundamental skills training in an undergraduate nursing program and its influential factors and countermeasures. Methods The student satisfaction survey was conducted in 500 nursing undergraduates with a self-designed questionnaire. ResuIts The total score of student satisfaction was 90.16 ±12.73 and factors influencing student satisfaction included the poorly-designed instructional materials of clinical observation, lack of facilitation and assessment of innovative competencies, low fidelity simulation-based clinical skills training. There was statistically significant difference between students with different genders, family structures, duration of clinical observation and intention to work as nurse (P<0.05). ConcIusion Students are generally satisfied with the training. The gap between simulation and clinical practice should be narrowed through a well-designed guide for clinical observation and development of comprehensive scenarios based on complex clinical encounters, as well as an effective feedback system from teaching staff. Meanwhile the underlying learning needs of students with diverse backgrounds and in different learning periods should be considered during the teaching and the emphasis should be put on the students unsatisfied with the current teaching and those with low career intention.