中美护理本科《母婴护理学》教材比较研究

Comparative Study on Textbooks of Maternal-newborn Nursing for Nursing Undergraduates between America and China

目的比较中美两国本科《母婴护理学》教材在逻辑框架、内容、形式结构和配套资源方面的异同点,探索我国该门学科教材进一步发展和革新的方向。方法采用教育学中的比较研究法对中美《母婴护理学》教材进行比对分析,以进一步认识本国教育状况和特点,找寻发展和进步的方向和空间。结果中美《母婴护理学》教材在逻辑理念、内容、架构和辅助材料等方面具有相似性,都体现了护理的特色,重视母婴的专业性,注重知识与技能的培养。相比于中方,美方教材更注重健康孕产妇人群的照护,且对少数弱势孕产妇群体给予关注;运用案例、提问、图表等形式引导、帮助和促进学生学习,且注重思维、循证等能力的培养。结论在突出护理特色、凸显整体护理理念、重视知识和技能的基础上,学习美方教材融入行业标准的理念;参考美方教材紧密结合案例与知识点的方式;借鉴美方教材培养学生思维及循证能力的方法,实现我国《母婴护理学》教材的进一步发展。

Objective To compare the similarity and difference between the textbooks of Maternal-newborn Nursing in America and China and to explore the development and innovation of the textbook in China. Methods Educational comparative research method was used to analyze the similarity and difference between the textbooks in 2 countries and the current status and features of Chinese textbook were analyzed for further development. Results Both textbooks reflected the professionalism of nursing, focused on the specialty of obstetrics, and emphasized knowledge and practice. While the textbook in America paid more attention to the healthy pregnant women as well as the minority and vulnerable female groups and it promoted learning by using questions and answers, cases,tables and graphs for the cultivation of thinking and evidence-based ability. Conclusion The integration of professional standard with the textbook, the combination of cases and knowledge, the method of cultivating thinking and evidence-based ability in American textbook of Maternal-newborn Nursing are beneficial to the further development of Chinese textbook on the basis of highlighting the features of nursing care, holistic nursing and nursing knowledge and skill.