基于角色扮演和PBL的护理本科生问诊教学行动研究

Application of action research based on role play and problem-based learning in inquiring teaching for undergraduate nursing students

目的探讨将基于角色扮演和PBL的行动研究引入护理本科生问诊教学的效果。方法将64名护理本科生分为5个小组,每组由1名教师负责。学生通过角色扮演发现问诊学习中的问题;通过对学生的访谈和教师的自我反思,分析问题,制订教学方案。带领学生在临床5个不同科室进行基于PBL的问诊和5次轮转,对学生每次问诊出现的问题及时讨论和纠正。结果教师评价学生在问诊内容的完整性和问诊的技巧方面得到了较大提高（P〈0.05）,学生自我评价在问诊内容完整性和对患者的人文关怀精神方面得到了较大提高（P〈0.05）。结论基于角色扮演和PBL问诊教学的行动研究,有效提高了学生的问诊技能,同时要求教师具有扎实的专业知识、敏锐的观察能力和较强的科研能力,并付出更多的时间、精力。教学行动研究是一个螺旋上升的过程,也是一个教学相长的过程。

Objective To explore the effect of action research based on role play and problem-based learning（PBL） in inquiring teaching for undergraduate nursing students.Methods Sixty-four undergraduate nursing students were divided into five groups,and each group was mentored by one teacher.The students practiced history-taking by means of role play,and the problems were found after role play.Another teacher interviewed all the students＇ perspectives about their performance in role play.The teachers did self-reflection to find the reason why there were problems and drawbacks in role play.A better plan for history-taking in clinics was developed according to the interview and self-reflection results.The students interviewed different patients in five clinical departments in turn.After each turn of clinical practice,the teachers gave response to the students＇ questions and discussed problems in history-taking performance.Results The teachers thought that the students had significantly improved their integrity and skills of history-taking performance（P0.05）.The students thought that they had significantly improved integrity and humanity（P0.05）.Conclusions Action research based on role play and PBL improved nursing students＇ performance in history-taking in clinics.Teachers need to be competent enough for action research in terms of abundant knowledge,quick insight,scientific research abilities,and spending more time and energy.Action research is a process of spiral improvement,and both teachers and students benefited from the process.