CDIO教育模式在专升本学生妇产科护理教学中的应用

Application of CDIO education mode on obstetrics and gynecology nursing teaching on associate to bachelor degree students

目的 探讨CDIO（构思-设计-实现-运作）教学模式在专升本学生妇产科护理教学中的应用效果.方法 选取某高校2014级护理学专升本6个班共计177名学生为研究对象,以班级为单位按照随机数字表将1、4、6班分为观察组（88名）,2、3、5班分为对照组（89名）,对照组采用传统教学模式,观察组采用CDIO教学模式.课程结束后,采用理论知识问卷、操作技能考核问卷,批判性思维能力测量表及满意度调查问卷对两组学生进行测评.结果 观察组学生理论知识和操作技能考核成绩分别为（86.70±4.50）、（90.30±5.80）分,高于对照组的（79.10±7.30）、（84.60±6.40）分,差异有统计学意义（t值分别为8.326、6.207;P〈0.01）;观察组学生批判性思维能力测量表在分析能力、开放思想、求知欲、寻找真相4个维度得分高于对照组,差异有统计学意义（P〈0.05）,两组学生在自信心、认知度成熟度、系统化能力3个维度得分差异无统计学意义（P〉0.05）;观察组学生满意度为94.45%,高于对照组的77.53%,差异有统计学意义（χ^2=12.132,P〈0.01）.结论 CDIO教学模式可提高学生的理论知识和操作技能考核成绩,提高学生主动思考以及创新能力,提高学生满意度.

Objective To explore the application effects of CDIO mode （Conceive, Design, Implement, Operate） in obstetrics and gynecology nursing teaching in associate to bachelor degree students. Methods The CDIO mode was conducted in 2014 nursing associate to bachelor degree students in one college, and the 177 cases of six classes were chosen and divided into experimental group （class 1, 4 and 6;n=88） and control groups （class 2,3 and 5;n=89） by random number table. The students in control group used the traditional teaching model, and the students of experimental group used CDIO teaching mode. At the end of the course, the two groups were tested by theoretical knowledge questionnaire and clinical skills questionnaire, critical thinking aptitude test scale and satisfaction questionnaire.Results The theoretical and skill scores of experimental group were （86.7±4.5） and （90.3±5.8） higher than （79.1±7.3） and （84.6±6.4） in control group （t=8.326, 6.207;P〈0.01）. The difference of the two groups was statistically significant （P〈0.05）. Four dimension of critical thinking aptitude test scale including analysis ability, open mind, thirst for knowledge and finding truth in experimental group was higher than that of control group （P〈0.05）, but no differences between two groups in confidence, cognition mature degree, systematical ability （P〉0.05）; the satisfaction of experimental group was 94.45% higher than 77.53% of control group （χ^2=12.132,P〈0.01）.Conclusions The CDIO teaching model has good application effects in significantly improving students＇ scores of theory and skills, increasing students＇ ability of active thinking and innovativeness, as well as students＇ satisfaction.