中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2015年
18期
2206-2208,2209
,共4页
朱修文%郭晶%何路明%谢屹红
硃脩文%郭晶%何路明%謝屹紅
주수문%곽정%하로명%사흘홍
高职护生%临床能力%客观结构化临床考试%护理综合技能与临床思维
高職護生%臨床能力%客觀結構化臨床攷試%護理綜閤技能與臨床思維
고직호생%림상능력%객관결구화림상고시%호리종합기능여림상사유
High vocational nursing student%Clinical competence%Objective structured clinical examination%Comprehensive Nursing Skills and Clinical Thinking Course
目的:探讨客观结构化临床考试(OSCE)在《护理综合技能与临床思维》课程考核中的应用及评价。方法构建《护理综合技能与临床思维》课程 OSCE 考核方案,应用于214名高职护生,采用问卷调查的方式测试学生评判性思维能力及对考核的评价,并比较护生对 OSCE 考核与传统单项考核评价的差异。结果在 OSCE 各考站中,操作技能站得分最高为(92.14±6.14)分,案例分析站最低为(72.71±10.12)分,4个 OSCE 考站成绩总体差异有统计学意义(F =261.171,P <0.05)。护生评判性思维能力总分为(263.85±22.71)分,未达到正性。高职护生对 OSCE 考核方式的总体评价满意度为88.26%,高于传统考核方式(85.45%),OSCE 考核模式与传统单项考核模式的评价得分差异有统计学意义(t =-3.995,P <0.05)。结论 OSCE 考核方式能客观反映高职护生临床能力的薄弱点,学生对该考核模式认可度高,可为高校护理教育教学评价的进一步完善提供借鉴。
目的:探討客觀結構化臨床攷試(OSCE)在《護理綜閤技能與臨床思維》課程攷覈中的應用及評價。方法構建《護理綜閤技能與臨床思維》課程 OSCE 攷覈方案,應用于214名高職護生,採用問捲調查的方式測試學生評判性思維能力及對攷覈的評價,併比較護生對 OSCE 攷覈與傳統單項攷覈評價的差異。結果在 OSCE 各攷站中,操作技能站得分最高為(92.14±6.14)分,案例分析站最低為(72.71±10.12)分,4箇 OSCE 攷站成績總體差異有統計學意義(F =261.171,P <0.05)。護生評判性思維能力總分為(263.85±22.71)分,未達到正性。高職護生對 OSCE 攷覈方式的總體評價滿意度為88.26%,高于傳統攷覈方式(85.45%),OSCE 攷覈模式與傳統單項攷覈模式的評價得分差異有統計學意義(t =-3.995,P <0.05)。結論 OSCE 攷覈方式能客觀反映高職護生臨床能力的薄弱點,學生對該攷覈模式認可度高,可為高校護理教育教學評價的進一步完善提供藉鑒。
목적:탐토객관결구화림상고시(OSCE)재《호리종합기능여림상사유》과정고핵중적응용급평개。방법구건《호리종합기능여림상사유》과정 OSCE 고핵방안,응용우214명고직호생,채용문권조사적방식측시학생평판성사유능력급대고핵적평개,병비교호생대 OSCE 고핵여전통단항고핵평개적차이。결과재 OSCE 각고참중,조작기능참득분최고위(92.14±6.14)분,안례분석참최저위(72.71±10.12)분,4개 OSCE 고참성적총체차이유통계학의의(F =261.171,P <0.05)。호생평판성사유능력총분위(263.85±22.71)분,미체도정성。고직호생대 OSCE 고핵방식적총체평개만의도위88.26%,고우전통고핵방식(85.45%),OSCE 고핵모식여전통단항고핵모식적평개득분차이유통계학의의(t =-3.995,P <0.05)。결론 OSCE 고핵방식능객관반영고직호생림상능력적박약점,학생대해고핵모식인가도고,가위고교호리교육교학평개적진일보완선제공차감。
Objective To investigate the application and evaluation of objective structured clinical examination( OSCE)in the Comprehensive Nursing Skills and Clinical Thinking Course. Methods We set OSCE assessment program in the Comprehensive Nursing Skills and Clinical Thinking Course,and applied to 214 high vocational nursing students to analyze their exam results,critical thinking ability and the evaluation of OSCE with the method of questionnaire. The differences were compared between the assessment results of OSCE and traditional single course. Results In each OSCE station,the nursing basic skills gained the tiptop score (92. 14 ± 6. 14),while case study gained the lowest score(72. 71 ± 10. 12). There were statistical significance in four OSCE stations performances(F = 261. 171,P < 0. 05). Critical thinking ability score was(263. 85 ± 22. 71),which did not reached positive. The satisfaction score of students to OSEC evaluation method was 88. 26% higher than 85. 45% of traditional one(t = - 3. 995,P < 0. 05). Conclusions OSCE can objectively reflect the weak aspect of students clinical competence,and the students perform it high acceptation. It can provide an evidence for the further improvement of high vocational education.