中国医药导报
中國醫藥導報
중국의약도보
China Medical Herald
2015年
31期
143-147
,共5页
及时教学%外科护理学%自主学习能力%护理教育
及時教學%外科護理學%自主學習能力%護理教育
급시교학%외과호이학%자주학습능력%호리교육
Just-in-time teaching%Surgical nursing%Autonomous learning ability%Nursing education
目的：探讨及时教学(JiTT)教学模式在外科护理学教学中的应用及效果。方法随机选取山东中医药大学2011级护理本科2个班作为实验班和对照班。实验班采用JiTT教学模式，对照班采用传统讲授教学法。比较两班学生课程期末考试成绩、自主学习能力、学生评教得分，采用深度访谈法调查实验班学生对JiTT教学的体验。结果实验班学生外科护理学课程考试成绩及自主学习能力总分[(82.58±12.42)、(77.77±12.72)分]明显高于对照班[(72.35±14.17)、(71.91±10.54)分]，差异均有统计学意义(P<0.05)；实验班学生在对教学模式满意度评价各维度得分均高于对照班，尤其在分析解决问题的能力、学科间知识应用能力以及对外科学习的兴趣方面。对实验班学生深度访谈得出人际沟通能力增强、在讨论及反馈中拓展思维、提高专业课学习兴趣、团队合作能有效解决问题等7个主题。结论 JiTT教学模式可为学生提供积极的学习环境，促进师生互动，实现了强化自主学习能力、培养创新型高级护理人才的教学目标。
目的：探討及時教學(JiTT)教學模式在外科護理學教學中的應用及效果。方法隨機選取山東中醫藥大學2011級護理本科2箇班作為實驗班和對照班。實驗班採用JiTT教學模式，對照班採用傳統講授教學法。比較兩班學生課程期末攷試成績、自主學習能力、學生評教得分，採用深度訪談法調查實驗班學生對JiTT教學的體驗。結果實驗班學生外科護理學課程攷試成績及自主學習能力總分[(82.58±12.42)、(77.77±12.72)分]明顯高于對照班[(72.35±14.17)、(71.91±10.54)分]，差異均有統計學意義(P<0.05)；實驗班學生在對教學模式滿意度評價各維度得分均高于對照班，尤其在分析解決問題的能力、學科間知識應用能力以及對外科學習的興趣方麵。對實驗班學生深度訪談得齣人際溝通能力增彊、在討論及反饋中拓展思維、提高專業課學習興趣、糰隊閤作能有效解決問題等7箇主題。結論 JiTT教學模式可為學生提供積極的學習環境，促進師生互動，實現瞭彊化自主學習能力、培養創新型高級護理人纔的教學目標。
목적：탐토급시교학(JiTT)교학모식재외과호이학교학중적응용급효과。방법수궤선취산동중의약대학2011급호리본과2개반작위실험반화대조반。실험반채용JiTT교학모식，대조반채용전통강수교학법。비교량반학생과정기말고시성적、자주학습능력、학생평교득분，채용심도방담법조사실험반학생대JiTT교학적체험。결과실험반학생외과호이학과정고시성적급자주학습능력총분[(82.58±12.42)、(77.77±12.72)분]명현고우대조반[(72.35±14.17)、(71.91±10.54)분]，차이균유통계학의의(P<0.05)；실험반학생재대교학모식만의도평개각유도득분균고우대조반，우기재분석해결문제적능력、학과간지식응용능력이급대외과학습적흥취방면。대실험반학생심도방담득출인제구통능력증강、재토론급반궤중탁전사유、제고전업과학습흥취、단대합작능유효해결문제등7개주제。결론 JiTT교학모식가위학생제공적겁적학습배경，촉진사생호동，실현료강화자주학습능력、배양창신형고급호리인재적교학목표。
Objective To investigate the application and effect of just-in-time teaching (JiTT) mode in the teaching of surgical nursing. Methods Undergraduates in two nursing classes of 2011 Grade in Shandong University of Traditional Chinese Medicine were randomly selected as the experimental class and the control class. In the experimental class, the JiTT teaching mode was used, and the traditional teaching method was used in the control class. Compared two classes of students course final exam scores, autonomous learning ability of the students, teaching evaluation score. The depth interview method was used to investigate the experimental class students of JiTT teaching experience. Results The scores of the course final exam and autonomous learning ability in the experimental class [(82.58±12.42), (77.77±12.72) points] were significantly higher than those in the control group [(72.35±14.17), (71.91±10.54) points], the differences were statistically significant (P< 0.05); and the teaching satisfaction evaluation of students in the experimental group were significantly higher than those in the control group, especially in the ability to analyze and solve the problem, interdisciplinary knowledge application ability and the interest in surgical study were significantly higher than those of the control group. The experimental class of students in-depth interviews to draw the interpersonal communication ability, in the discussion and feedback to expand the thinking, improve the professional learning interest, team cooperation can effectively solve the problem and other 7 topics. Conclusion JiTT teaching mode can provide students with positive learning environment, promote the interaction between teachers and students, and realize the teaching objective of strengthening the ability of autonomous learning and cultivate innovative advanced nursing talents.
