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儿科护理“评估-识别-干预”模拟教学模式的构建与实施 被引量:1

Construction and implementation of “evaluation-identification-intervention” simulation teaching mode in pediatric nursing
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摘要 [目的]探讨儿科护理"评估-识别-干预"(evaluation-identification-intervention,EII)模拟教学模式的构建与实施效果。[方法]以评估-识别-干预的模式设计教学方案,将评判性思维某些特质的培养融入其中,评价该教学方法对学生评判性思维能力的提升作用。[结果]课程结束后采用EII模拟教学的学生评判性思维能力在寻找真相、分析能力、系统化能力得分高于课程开始前和对照组。[结论]EII模拟教学有助于评判性思维某些特质的培养。 Objective: To probe into the construction and implementation effect of "evaluation- identification- in- tervention"(EII) simulation teaching mode in pediatric nursing. Methods:A teaching plan was designed with e- valuation - identification - intervention mode, which involved some characteristics cultivating of critical thinking in the simulation teaching process, then to evaluate the promotion effect of the teaching method for students'critical thinking ability. Results:After the end of the course, the critical thinking ability of students who used the Eli simulation teaching in finding the truth and other three traits scored higher than that before the start of the course and traditional teaching group. Conclusion:EII simulation teaching is helpful to cultivate some characteristics of critical thinking.
出处 《全科护理》 2015年第12期1140-1142,共3页 Chinese General Practice Nursing
基金 2013年浙江省高等教育课堂教学改革项目 编号:kg2013875
关键词 模拟教学 评判性思维 Simbaby模拟病人 simulation teaching critical thinking Simbaby simulated patient
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