中国护理管理
中國護理管理
중국호리관리
CHINESE NURSING MANAGEMENT
2015年
7期
828-831
,共4页
基础护理学%模块化课程%课程改革
基礎護理學%模塊化課程%課程改革
기출호이학%모괴화과정%과정개혁
fundamental nursing science%modular curriculum%curriculum reform
目的:评价护理学基础课程模块化的应用效果.方法:2012级38名护理本科生为试验组,按照改革后的护理学基础一门课程5个模块进行教学,5个模块分别是模块Ⅰ-感性认识护理、模块Ⅱ-护理学基本理论、模块Ⅲ-一般性护理知识、模块Ⅳ-治疗性护理知识、模块Ⅴ-护理技能综合培训.2010级49名护理本科生作为对照组,按照改革前的专业思想教育——了解临床、护理学导论、基础护理学、集中见习与岗前培训4门独立课程进行教学.结果:实施护理学基础课程模块化改革后, 2012级护生结课时的平均成绩为(86.50±5.02)分、优良率占49.4%、课程总体满意度评分为(98.40±0.71)分,平均成绩、优良率与改革前实施传统课程设置的2010级护生比较无统计学差异(P>0.05),但是课程满意度高于改革前对照组(P<0.01).结论:护理学基础课程模块化改革通过对教学内容的重组实现减课程(4门减至1门)及减课时(总学时由290学时调整至260学时)的目标,应用后保持了较好的学习效果,且得到学生高满意度反馈.
目的:評價護理學基礎課程模塊化的應用效果.方法:2012級38名護理本科生為試驗組,按照改革後的護理學基礎一門課程5箇模塊進行教學,5箇模塊分彆是模塊Ⅰ-感性認識護理、模塊Ⅱ-護理學基本理論、模塊Ⅲ-一般性護理知識、模塊Ⅳ-治療性護理知識、模塊Ⅴ-護理技能綜閤培訓.2010級49名護理本科生作為對照組,按照改革前的專業思想教育——瞭解臨床、護理學導論、基礎護理學、集中見習與崗前培訓4門獨立課程進行教學.結果:實施護理學基礎課程模塊化改革後, 2012級護生結課時的平均成績為(86.50±5.02)分、優良率佔49.4%、課程總體滿意度評分為(98.40±0.71)分,平均成績、優良率與改革前實施傳統課程設置的2010級護生比較無統計學差異(P>0.05),但是課程滿意度高于改革前對照組(P<0.01).結論:護理學基礎課程模塊化改革通過對教學內容的重組實現減課程(4門減至1門)及減課時(總學時由290學時調整至260學時)的目標,應用後保持瞭較好的學習效果,且得到學生高滿意度反饋.
목적:평개호이학기출과정모괴화적응용효과.방법:2012급38명호리본과생위시험조,안조개혁후적호이학기출일문과정5개모괴진행교학,5개모괴분별시모괴Ⅰ-감성인식호리、모괴Ⅱ-호이학기본이론、모괴Ⅲ-일반성호리지식、모괴Ⅳ-치료성호리지식、모괴Ⅴ-호리기능종합배훈.2010급49명호리본과생작위대조조,안조개혁전적전업사상교육——료해림상、호이학도론、기출호이학、집중견습여강전배훈4문독립과정진행교학.결과:실시호이학기출과정모괴화개혁후, 2012급호생결과시적평균성적위(86.50±5.02)분、우량솔점49.4%、과정총체만의도평분위(98.40±0.71)분,평균성적、우량솔여개혁전실시전통과정설치적2010급호생비교무통계학차이(P>0.05),단시과정만의도고우개혁전대조조(P<0.01).결론:호이학기출과정모괴화개혁통과대교학내용적중조실현감과정(4문감지1문)급감과시(총학시유290학시조정지260학시)적목표,응용후보지료교호적학습효과,차득도학생고만의도반궤.
Objective: To explore the effect of the modular curriculum in fundamental nursing science. Methods: Grade 2012 nursing undergraduate students (n=38), as experimental group, performed the reformed curriculum setting of one curriculum with 5 modules in fundamental nursing science for teaching. Grade 2010 nursing students (n=49), as control group, performed the pre-reformed curriculum setting of four independent courses for teaching. Results: The ifnal scores and the excellent and good rates had no signiifcant differences between the experimental group and the control group (P>0.05). But the satisfaction score with the curriculum in the experimental group was higher than the control group (P<0.01). Conclusion: The modular curriculum reform in basic nursing science maintained the high learning effects, and received the high satisfaction feedback from students.
