基于工作过程系统化教学模式在高职老年护理学课程设置中的应用

Curriculum setting of higher vocational geriatric nursing based on working process systematization

目的探讨基于工作过程系统化的教学模式对老年护理学课程教学效果的影响。方法选取某学院2013级高职护理专业（3年制）4个教学班的学生209人，采用简单随机方法将其分为观察组和对照组，对照组（106人）采用传统方式授课，观察组（103人）运用基于工作过程系统化的教学模式授课，即以老年服务体系岗位需求为目标，以真实的临床老年护理工作岗位技能为核心，以护士执业资格为标准，设计开发紧密衔接的工作情境和工作任务，采用教、学、做、评一体化的教学模式。教学结束后比较两组学生的考核成绩，采用评判性思维量表评判两组学生的思维能力，并应用自行设计的“基于工作过程系统化教学模式的评价问卷”调查观察组学生对新教学模式的评价。结果教学结束后，两组学生理论考核成绩、实践考核成绩差异有统计学意义（P〈0．05）；干预后观察组学生评判性思维能力在推理、假设的认可、解释、演绎、论述各维度评分均高于对照组，差异有统计学意义（t值分别为7．452，6．964，10．220，4．771，4．765；P〈0．05）。观察组护生对“基于工作过程系统化的教学模式”的评价较好。结论基于工作过程系统化的教学模式适用于高职护理专业老年护理学课程教学，有利于学生掌握专业技能，培养创新精神，增强团队协作精神及沟通能力，提升评判性思维能力等综合素质，值得在高职院校老年护理学课程教学中借鉴。

Objective To explore the influences of the teaching mode based on working process systematization on teaching results of geriatric nursing. Methods A totally of 209 students of 2013 higher vocational nursing major in four classes were selected and divided into the experimental group and the control group by simple random methods, among which the experimental group contains 103 students who were taught in teaching mode based on working process systematization while the control group contains 106 students who were taught in the traditional teaching mode. The new teaching mode＇s design and development linked closely to working situations and tasks; adopt the teaching mode combining teaching, learning and practicing together aimed at the position requirements of old-age nursing service system at the core of the true clinic old-age nursing work-post-skills, which were based on nurse practice qualification. Students＇ performance achievement between two groups after teaching were compared. The thinking ability of students was evaluated by judging thought scale, and the students＇ evaluation of the new teaching method in the experimental group was accessed by a selfdesigned questionnaire based on working process systematization.Results After the implementation of teaching, there were significant differences between students in two groups in their performance in theory examination and practice examination based on statistics tests （P 〈 0. 05 ）; after the intervention, there were statistically significance in the differences in students＇ critical thinking ability between two groups by comparison in term of each aspect such as reasoning, agree on the assumptions, explanation, deduction, discoursing （ t = 7. 452, 6. 964,10.220,4.771,4.765; P〈0.05 ） ; the students in the experimental group made a positive evaluation on the teaching method based on working process systematization. Conclusions The teaching method based on working process systematization is available for the teaching of geriatric nursing in higher vocational institutions, and is helpful for students to master professional skills, cuhivate their spirit of innovation, strengthen their team spirit, communication skills, critical thinking ability and other qualities. This new method is worth learning in the teaching of geriatric nursing course in higher vocational colleges.