情景教学法对大专老年服务与管理专业学生人文关怀品质的影响

Infulence of situational teaching on the quality of humanistic care for college students of agedness service and managementin profession

目的探讨情景教学法对大专老年服务与管理专业学生人文关怀品质的影响，寻找适合该专业学生人文关怀品质培养的实训教学方法。方法以广州卫生职业技术学院大专老年与服务管理专业学生为研究对象，2013级为对照组，2014级为观察组，在《老年护理学》实训教学过程中，对照组采用以病例讨论为主的教学法，观察组采用情景教学法；实训前后对2组学生均使用护士人文关怀品质问卷进行测评，比较、分析、评价情景教学法对大专老年服务与管理专业学生人文关怀品质的影响。结果人文关怀品质总分和理念、能力、知识、感知维度得分，实训前2组得分比较差异无统计学意义（P〉0．05）；实训后，观察组得分分别为（110．52±9．40）、（21．94±5．87）、（23．39±5．38）、（23．06±5．11）、（27．42±6．44）分，高于对照组的（88．24±7．08）、（16．62±5．03）、（16．91±4．61）、（17．06±5．24）、（18．38±5．33）分，2组比较差异有统计学意义（t=-10.0713—-3．903，P〈0．01）；且优于本组实训前得分，差异有统计学意义（t=-0．550--0．232，P〈0．01）。结论情景教学法可以提升大专老年服务与管理专业学生的人文关怀品质，可作为培养该专业学生人文关怀品质的一种实训教学方法。

Objective To explore the influence of situational teaching on the quality of humanistic care for college students of agedness service and managementin profession,and to search a practical teaching method which is appropriate for students of this profession. Methods Take the students of agedness service and managementin profession in our college as the research object,2013 grade as the control group and 2014 grade as the experimental group. During the training of gerontological nursing, the teaching method of the control group was mainly cases discussion,while the experimental group was mainly situational teaching.Using the Humanistic Care Nurses Quality Scale before and after the training compared and evaluated the influence of the situational teaching on the quality of humanistic care for college students of agedness service and managementin profession. Results There were no significant differences between the scores of the two groups before training in terms of humanistic care quality, concept, ability, knowledge, and perceived dimension （P〉0.05）. The respective scores of the observation group after training were 110.52 ± 9.40, 21.94±5.87, 23.39 ± 5.38, 23.06 ± 5.11, 27.42 ± 6.44, all higher than 88.24 ± 7.08, 16.62 ± 5.03, 16.91 ± 4.6ii 17.06±5.24, 18.38±5.33 of the control group, and the difference was statistically significant （t =-10.713 to-3.903, P〈0.0!）. In addition, there was significant difference within the observation group befo：re and after training （t =- 0.550 to- 0.232, P〈0.05）. Conclusions The situational teaching canimpro.ve the quality of humanistic care for college students of agedness service and managementin profession and it Can be used as a practical teaching method.