四元教学设计用于高职护生基础护理学教学的研究

Application of four-element teaching design for nursing students＇ basic nursing teaching

目的探讨基于综合学习的四元教学设计模式在高职护生基础护理学教学中的应用及效果。方法选取浙江省台州职业技术学院护理专业2个班级的学生（96人）为研究对象，按照随机数字表将2个教学班级分为对照组和试验组各48人。试验组采用四元教学设计模式进行教学，对照组采用传统的教学方法。比较2组考核成绩及护生对课程评价。结果试验组护生理论考核、技能考核分别为（82．09±8．05）、（90．65±4．93）分，对照组为（76．30±10．20）、（85．33±6．01）分，差异有统计学意义（76.3．06、4．74，P〈0．01）；试验组护生对课程设置、教学方法、考核方式、教学效果评价为（35．08±3．64）、（42．06±4．75）、（18．15±1．60）、（40．35±6．20）分，对照组分别为（29．63±4．65）、（36．02±6．20）、（14．04±2．69）、（36．35±6．56）分，差异有统计学意义（t=3．07—9．09，P〈0．01）。结论基于综合学习四元教学设计模式的应用，提高了护生的学习主动性，提高了基础护理学教学效果，促进护生专业知识、技能与职业能力的协调发展。

Objective To explore the effect of four-element teaching design model based on comprehensive learning in teaching of basic nursing in vocational nursing students. Methods Ninety-six nursing students at Taizhou Vocational and Technical College in Zhejiang Province were selected as the study subjects. Ninety-six nursing students were divided into the experimental group and the control group with 48 nursing students in each. The experimental group used four-element teaching design model for teaching, and the control group adopted traditional teaching methods.The testing results and evaluation of nursing students for this curriculum were compared. Results The theoretical assessment and skill assessment of nursing students in the experimental group were 82.09± 8.05 and 90.65 ±4.93 respectively, and in the control group were 76.30± 10.20, 85.33±6.01. The difference was statistically significant （t = 3.06,4.74, P〈0.01）. The scores of curriculum setting, teaching methods, assessment methods, and teaching effects in the experimental group were evaluated as 35.08±3.64, 42.06±4.75, 18.15±1.60, 40.35±6.20, in the control group were 29.63 ± 4.65, 36.02 ± 6.20, 14.04 ± 2.69, 36.35 ± 6.56. The difference was statistically significant （t=3.07-9.09, P〈0.01）. Conclusion The four-element teaching design model based on comprehensive learning can improve the students＇ learning initiative and teaching effect of basic nursing, promote the coordinated development of nursing students＂ professional knowledge, skills and professional ability.