《护理人际沟通与礼仪》课程改革实践与效果评价

Practice and effect of teaching reform in the course of Nursing Interpersonal Communication and Etiquette

目的探讨本科护理专业《护理人际沟通与礼仪》课程教学方法的改革实践及效果。方法将2012级护理专业全体本科护生48人设为对照组,2013级全体护生58人设为试验组。对照组采用传统的教学方法 ;试验组采用改革的教学方法 ,即提前一年开设该课程,并对教学大纲进行适当调整,减少总课时数,增加实践课时比例,同时在实践课中增加角色扮演和案例讨论等教学方法。课程结束后分析比较两组护生的成绩及护生对教师的满意度。结果两组护生的各项成绩及其对教师的满意度比较,差异无统计学意义(均P>0.05),但分数均有所提高。结论在本科护生《护理人际沟通与礼仪》教学过程中,提前一年安排课程学习,能够在保证该课程教学质量的基础上,让护生提前掌握沟通技巧和礼仪技能,将沟通和礼仪知识运用于护理实践。

Objective To investigate the teaching reform and its effect in the course of Nursing Interpersonal Communication and Etiquette （NICE） for nursing undergraduates. Methods Fourty-eight nursing undergraduate students admitted in 2012 were assigned into the control group and 58 admitted in 2013 into the experimental group. The control group were given traditional teaching methods for the course of NICE, while the experimental group were subjected to reformed teaching methods： the course was open to them one year in advance, and the teaching outlines were adjusted by cutting the total hours and increasing practice hours; suching teaching methods, as role play and case discussion were added to practice session. When the course was over, examination scores and students＇r satisfaction with teachers were analyzed and assessed. Results There were no significant differences in examination scores and studentsr satisfaction with teachers between the two groups（P〉0.05 for both ）, and students＇＇ scores were enhanced. Conclusion In the teaching process of NICE, arranging the course one year in advance not only gurantees the teaching quality of the course, but also helps students master communicating skills and etiquette, which is beneficial to their future clinical practice.