模拟教学法辅助儿科护理学见习对培养护生评判性思维能力的效果研究

A study on the effect of simulated teaching aided “pediatric nursing”practice on cultivating the critical thinking ability of nursing students

目的探讨模拟教学法辅助儿科护理学见习对护生评判性思维能力的培养。方法抽取2008级护本学生180人,随机分为试验组和对照组,对照组按常规方法见习(典型病例老师带学生到患儿床边见习,临床缺乏病历观看教学录像),试验组在见习过程中部分采用模拟教学法(典型病例老师带学生床边见习,临床缺乏病例及不典型病例采用模拟教学法)。所有学生在教学干预前、后完成评判性思维能力量表中文版(CTDI-CV),在一学期的见习结束后,对评判性思维得分作比较。结果教学干预前试验组与对照组评判性思维得分差异无统计学意义(P>0.05),两组有可比性;教学干预后试验组与对照组评判性思维能力得分差异有统计学意义(P<0.01);对照组教学干预前、后评判性思维能力得分差异无统计学意义(P>0.05),试验组教学干预前、后评判性思维能力得分差异有统计学意义(P<0.01)。结论模拟教学法辅助儿科护理学见习能提高护生的评判性思维能力。

Objective The study is to explore the effect of simulated teaching in ＂pediatric nursing＂ practice on cultivating the critical thinking ability of nursing students. Methods The nursing students were randomly divided into experimental group and control group. Control group students were practiced routinely, while experimental group students were trained by adding simulated teaching. Chinese Edition of Critical think- ing ability scale （CTDI-CV） was completed by two groups of subjects before and after teaching intervention. When the practice of one semester was finished, the scores of critical thinking were compared. Results There was no significant difference between the two groups （ P 〉 0. 05 ） before teaching intervention, while there was significant difference between the two groups （P 〈0. 01 ） after teaehing intervention; The control group had no significant change in the scores of critical thinking （ P 〉 0. 05 ） before and after teaching intervention; There was significant difference in experimental group （ P 〈 0.01 ） before and after teaching intervention. Conclusion The finding of the study indicated that the critical thinking ability of the nursing students can be improved by u- sing simulated teaching method in ＂pediatric nursing＂ practice.