嵌入式教学在临床护生带教中的应用性分析

The applicability analysis of embedded teaching model in clinical nursing teaching

目的:探讨嵌入式教学模式在临床护生带教中的效果。方法:选取2012年6月-2013年4月来我院的全日制护理实习生共206名,做为对照组采用普通实习教学方法 ,选取全日制护理实习生共281名,做为观察组采用嵌入式教学方法 ,均采用一般资料问卷、批判性思维量表(中文版)及杰弗逊共情量表(JSE-HP)中文版进行问卷调查,并对实施嵌入式教学方法前后的效果进行比较。结果:对照组护生实习前批判性思维能力及共情能力得分分别为(281.26±18.17)分,(78.32±4.91)分;实习后得分分别为(279.38±23.72)分,(79.06±5.05)分。结果显示差异无统计学意义(P>0.05);观察组护生在接受嵌入式教学前其批判性思维能力及共情能力分别为(291.03±30.01)分,(77.54±5.58)分;实施嵌入式教学后其得分分别为(343.45±29.73)分,(93.46±4.34)分;均得到明显提高,差异有统计学意义(P<0.05)。在批判性思维各维度中,寻找真相、开放思想、分析能力、系统化能力、求知欲和认知成熟度差异有统计学意义(P<0.05)。结论:嵌入式教学模式能够提高临床护生的批判性思维和共情能力,值得进一步推广。

Objective：To investigate the effect of embedded teaching model in clinical nursing teaching.Methods：206 full-time nursing students acted as the control group and were teaching by general practice teaching methods,other 281 students were teaching by embedded teaching methods in the experimental group.The general information questionnaire,Critical thinking scale（Chinese version） and the Chinese version of Jefferson scale of empathy（JSE-HP） were used to evaluate the effect of the embedded teaching methods.Results：The scores of critical thinking skills and empathnursing in control group were（281.26±18.17）and（78.32±4.91）before practice,after practice the scores were（279.38±23.72）and（79.06±5.05）.There was no significant difference（P〈0.05）.But the scores of critical thinking skills and empathy in experimental group were（291.03±30.01）and（77.54±5.58）before practice,the scores after that were（343.45±29.73）and（93.46± 4.34）,were improved significantly（P〈0.05）.The all dimensions of critical thinking：looking for the truth,open-mind,analytical,systematic ability,curiosity and cognitive maturity were significantly statistical differencebetween before and after practice（P〈0.05）.Conclusion：The embedded teaching model can improve the clinical nursing students＇ critical thinking and empathy and is worthy of further promotion.