基于工作过程的《成人护理》一体化课程的构建与探讨

The construction and discussion of the adult care integration curriculum based on the working process

目的探讨基于工作过程的《成人护理》一体化课程的构建，促进《成人护理》课程教学的改革和创新。方法将我院护理专业2009级高职高专学生4个自然班级211名学生作为研究对象，其中护理A、B班107名学生作为实验组，护理C、D班104名学生作为对照组。对照组采用传统的理论教学与实践教学模式，实验组根据“任务驱动，项目导向”的理念采用情景教学法、案例教学法、项目教学法等理实一体化教学模式。学习结束后，对两组学生进行综合能力考核和评价，对学生和带教老师进行相关问卷调查，运用统计学方法对两组结果进行比较。结果实验组和对照组相比，理论考试成绩及综合实训能力考试的优秀率和平均成绩，实验组分别为29．90％，（83．75±6．25）分，28．97％，（86．36±7．71）分，均高于对照组[13．46％，（72．71±8．24）分，12．50，（75．46±6．45）分]；差异有统计学意义（χ^2=7．65，t=8．72，χ^2=7．14，t=9．34；P〈0．01）。对实验组学生进行一体化教学模式的满意度评价，在课程组织、课程设计、教学内容、教学方式、学生评价的满意度分别均大于90％；对实验组学生进行一体化课程学习收获的评价，90％左右的学生认为一体化课程能让他们熟悉职业的工作过程、提高了动手能力、加强沟通的技巧、学习自主性得到提升、加强了团队意识、培育了职业情感，具体同意率分别为86．91％，90．66％，96．26％，94．40％，85，98％，89．72％；通过教师对实验组和对照组的学生，在学习准备、课题参与、交流与沟通、操作能力、团队合作方面进行逐项打分，前者总分为（86．73±6．68）分，后者为（77．68±6．15）分，差异有统计意义（t=2．328，P〈0．05）。结论基于工作过程的《成人护理》一体化课程的构建提高了教学效果，有利于学生的综合能力的提升和职业素养的形成。

Objective To explore the construction of adult care integration curriculum based on the working process, and promote adult care teaching reform and innovation. Methods The nursing professional students in our college as the research object. Adult care integration curriculum based on the working process was used in experimental group （n = 107 ）, while traditional teaching method was used in control group （n = 104）. The students＇ comprehensive abilities, the experimental group＇s attitudes towards the teaching method and teachers＇ evaluation were investigated and observed. Results In experimental group, the theory and practical examinations＇ outstanding rates and average scores were 20. 90%, （ 83.75 ±6.25） ,28.91%, （86.36 ±7.71 ）, respectively, significantly higher than that in control group [ 13.46%, （72.71 ±8.24）, 12.50%, （75.46 ±6.45 ） ] （ χ^2= 7.65, t = 8.72, χ^2 = 7.14, t = 9.34, respectively ; P 〈 0.01 ）. Students＇ satisfaction rate of the experimental group students in curriculum organization, curriculum design, teaching content, teaching methods, respectively were greater than 90%. Evaluation of the experimental group to the harvest of integration course, about 90% of students believe that the integration course make them familiar with career process （86.91%）, improve their practical ability （90.66%）, strengthen communication skills （96.26%）, enhance learning autonomy （94. 40% ）, strengthen team awareness （85.98%）, cultivate professional sensibility （89.72%）. Teachers＇ scoring on learning prepared, subject involved, communication, operating skills, team cooperation, in experimental group was （86.73± 6.68 ） , and in control group was （77.68 ± 6.15）, and the difference was statistically significant （t = 2.328, P 〈 0.05 ）. Conclusions The construction of adult care integration curriculum based on the working process can promote teaching and improve the students＇ comprehensive ability and professional quality formation.