支架式教学对护理专科实习生自我概念的影响

Effect of scaffolding instruction on the self-concept of associate nursing students in clinical practice

目的评价支架式教学对护理专科实习生自我概念的影响。方法将60名护理专科实习生随机分成两组,每组30名。对照组采用常规带教方法,试验组在常规带教方法上开展支架式教学。分别在干预前和实习6个月时,采用田纳西自我概念量表对实习生进行测评。结果实习6个月时,试验组实习生在家庭自我、心理自我、自我行动、自我认同、自我满意、社会自我和自我总分方面得分高于对照组(P<0.05或P<0.01),在自我批评方面低于对照组(P<0.01)。结论支架式教学能提高实习生的自我概念,可用于临床实习带教中。

Objective To evaluate the effect of scaffolding instruction on the self-concept of associate nursing students in clinical practice. Methods Sixty associate nursing students were randomly divided into two groups,30 in each group. Traditional clinical teaching mode was adopted in the control group,while scaffolding instruction was implemented in the experimental group. The students were investigated with Tennessee Self-Concept Scale before and after intervention. Results There were significant differences in the factor scores of family serf, psychological self, serf-action,serf-identity, serf-satisfied,serf-criticism,social serf and total self score （P〈0.05 or P〈0.01 ） between the two groups at 6 months in clincal practice. Conclusion Scaffolding instruction can effectively improve nursing students＇ serf-concept and can be applied to clinical teaching.