实施创设合作学习情境教学对护生学习倦怠的干预作用——以《护理教育学》课程为例

The Effect of Creating Cooperative Learning Situation on the Learning Burnout of Nursing Students—Taking "Nursing Education" as an Example

目的观察创设合作学习情境教学对护生学习倦态的干预效应。方法抽取护理本科1-2班学生125名作为被试对象,首先采用大学生学习倦怠调查量表对护生学习该课程的现状进行进行入组测评,然后研究组采用创设合作学习情境教学法对《护理教育学》课程进行教学,对照组则采用传统的教学方法进行教学。研究结束(即期末),再次采用上述量表重复对两组护生进行测试,比较实施该教学方法前后,两组护生学习倦怠的改变情况。最后的统计指标为调查量表的3个维度分和总分,数据进行统计学处理(t检验)。结果创设合作学习情境教学法实施前后护理专业学生学习倦怠各维度得分及总分均差异无统计学意义(均P<0.01)。提示该教学方法实施后,学生的学习倦怠明显改善,学习的积极性显著提高。结论创设合作学习情境教学法对学生的学习倦怠具有良好的干预效应。

Objective To observe the effect of the creation of situational teaching on nursing students＇ learning affect cooperative learning intervention. Methods 125 subjects were selected as subjects, and the status quo of nursing students in nursing students were investigated by using the questionnaire of College Students＇ learning burnout, and then the research group used to establish cooperative learning situation teaching method, and the control group used the traditional teaching method. The end of the study（i.e., the end of the term）, the two groups of nursing students were tested by the repeated use of the above scale, and the change of learning burnout of the two groups was compared. Finally, the statistical index is the 3dimension and the total score of the questionnaire, the data were statistically analyzed（t test）. The results showed that there was significant difference between the two dimensions of learning burnout（P〈0.01）. Results After the implementation of the teaching method, the students＇ learning burnout was significantly improved, and the learning enthusiasm was significantly improved. Conclusion The establishment of cooperative learning situation teaching method has a good effect on the students＇ learning burnout.