ESA 教学法在健康评估课程教学中的应用与实践

Application and practice of ESA teaching method on the health assessment

目的：探索健康评估课程中身体评估授课的有效方法，激发学生学习兴趣，体现师生互动，发挥学生的主观能动性。方法选择进入临床专业学习的高职护理专业学生为研究对象，随机将2012级学生50人做为对照组，2013级学生49人做为干预组。对照组采用常规教学方法，干预组采用ESA 教学方法，比较两组教学效果。结果干预组学生的理论考核成绩为（78．99±5．65）分，操作考核成绩为（92．43±5．71）分，均高于对照组，差异有统计学意义（t 值分别为－2．41，－4．20；P ＜0．05）。半结构访谈显示，应用 ESA 教学方法可调动学生的学习主动性，提升学习兴趣，让学生有信心面对实际工作。结论ESA 教学法使抽象的理论知识变得丰富而有趣，从而激发学生学习兴趣，巩固和运用知识；通过多种多样的师生互动活动，帮助学生通过独立思考与互相合作掌握各种技能，是值得推广的一种教学方法。

Objective To explore an effective way in teaching health assessment focused on physical assessment,and to stimulate students′interests and subjective initiative.Methods The study randomly investigated higher vocational nursing students who were in clinical practice.The control group contained 50 students of class 201 2 and received normal teaching method.Meanwhile,the intervention group contained 49 students of class 201 3 and received ESA teaching method.The teaching effects were compared between the two groups.Results The grades of theory examination and the clinical skills assessment were （78.99 ±5.65）and （92.43 ±5.71 ）for the intervention group,which were higher than the grades for the control group （t =-2.41 ,-4.20;P 〈0.05）.The semi-structured interviews demonstrated that the ESA teaching method was able to significantly inspire students′learning interests and subjective initiative as well as improve their self-confidence.Conclusions The ESA method can effectively visualize the abstract theoretical knowledge and stimulate student′s learning interests.It should be further developed to help students to enhance and practice their knowledge and skills.