以问题为基础学习教学方法在内科护理学教学中的应用

Application of the problem-based learning in the medical nursing course for baccalaureate nursing students

目的探讨以问题为基础学习（problem-basedlearning，PBL）教学方法在本科护理学专业内科护理学教学中的应用效果。方法选择北京大学护理学院2008级护理学专业29名本科生为教学对象，在内科护理学教学中实施PBL教学方法，采用问卷调查方式了解学生对PBL教学效果的评价；同时，由教师对学生在PBL教学中的表现做出评价。结果26名学生认为PBL教学有助于掌握病毒性肝炎的疾病知识及理解病人的权利，占比89．7％；25名学生认为PBL教学有助于培养团队合作精神，占比86．2％；22名学生认为PBL教学有助于培养批判性思维及锻炼语言沟通及表达能力，占比75．9％；21名学生认为PBL教学有助于理解病人的心理反应及提高资料的检索和利用能力，占比72．4％。然而，只有12名学生表示更喜欢PBL教学，占比41．4％；只有11名学生认为“自己用于准备PBL的时间和精力是足够的”，占比37．9％；学生对教师在“过程控制”和“引导学生讨论的能力”两方面的评分相对较低，分别为（18．5±2．0）分和（18．5±2．1）分，最低分均为12．0分。在教师对学生的两次评价中，除交流能力外，第二次评价在总分、参与性、准备工作、研讨精神及团队合作方面的得分均有所提高，t值在2．18～4．43之间，P〈0．05。结论PBL教学不仅有助于学生多方面能力的提高，而且有助于病毒性肝炎相关知识的学习。因此，应当帮助学生逐渐适应PBL教学，为学生提供充足的准备时间，并加强对指导教师的培训。

Objective To evaluate the effects of problem-based learning （PBL） in the medical nursing course. Methods 29 baccalaureate nursing students were selected and PBL method was employed in the medical nursing course. Self-designed questionnaire was administered to the students to evaluate the effects of PBL. The students＇ performances were also examined from tutors＇ perspective. Results Twenty-six students（89.7% ）agreed that PBL was helpful to master the knowledge of viral hepatitis and promote the understanding of patients＇ rights. Twenty-five students （86.2%） agreed that PBL may foster their team spirit. Twenty-two students （ 75. 9% ） agreed that PBL was good to critical thinking and communication skills. Twenty-one students（72.4% ）agreed that PBL helped to understand patient＇s psy- chological reaction and to improve information searching and utilization skills. However, only 12 students （41.4%） favored PBL compared to lecture-based learning. 11 students（37.9% ） disagreed that they had enough time and energy to prepare PBL; In the tutors＇ performance evaluated by students, scores for process control and the ability to facilitate discussion were relatively low, that is, 18.5±2.0 and 18.5 ±2. 1, respectively,the lowest score was both 12;In the performance evaluated by tutors, except for the score of communication skills, statistical significances were found in the total score, the score of participation,preparation, discussion and team spirit between the first and the second session, t value ranged from 2.18 to 4.43 ,P〈0.05. Conclusions PBL not only helps students to foster their muhiple capabilities, but also help them learn viral hepatitis-related knowledge. Efforts should be made to help students gradually adapt to the PBL. Enough time should be ensured for students to well prepare for PBL, training for tutors should be strengthened as well.