布鲁纳结构主义教学理论在《老年护理学》中的应用

Teaching Effect of Geriatric Nursing with Bruner Structuralism

目的探讨布鲁纳结构主义教学理论在《老年护理学》中的应用效果及方法。方法从2015级护理本科专业中随机抽取2个班,一班为试验组,采取布鲁纳结构主义教学理论进行教学;另一班为对照组,采用传统的教学方法进行教学。教学结束后比较2组学生的期末考试成绩、对课程的满意度及自主学习能力。结果 2组学生的期末考试成绩比较,试验组(86.85±6.81)分,对照组(78.61±6.13)分,差异有统计学意义(t=5.52,P<0.001);试验组学生对《老年护理学》教学效果评价较对照组好;自主学习能力(学习动机、自我管理能力、合作能力、信息素质、总分)差异均有统计学意义(P<0.05)。结论布鲁纳结构主义教学理论有助于学生提高老年课程学习成绩及自主学习能力,提升老年护理学教学效果。

Objective To explore the teaching effect of Geriatric Nursing with Bruner structuralism teaching theory. Methods Two nursing classes irr grade 2015 were randomly involved in the study, one as experiment group in which Bruner structuralism teaching theory was applied, another one control group traditional teaching methods. At the end of semester, students＇ performance in final exam, students＇ satisfaction with the curriculum and their autonomous learning ability were compared. Results Students in experiment group scored 86.85±6.81 while those in control group 78.61±6.13 （t=5.52, P〈0.001） and the difference was statistically significant; students were more satisfied with the teaching in experiment group and they presented better autonomous learning ability （motivation, self-management skills, ability to cooperate, information literacy and higher total score） （P〈0.05）. Conclusion Bruner structuralism educational theory can help students improve their autonomous learning ability and enhance teaching effect of Geriatric Nursing.