Roy认知适应过程理论在儿科护理学课程中的应用

Application of Roy's cognitive adaptation process theory in pediatric nursing courses

目的探讨Roy 认知适应过程理论在儿科护理学课程中的应用效果。方法采用便利抽样法,选择南阳医学高等专科学校2016 级三年制专科护生119 名为试验组,2015 级114 名专科护生为对照组。对照组采用传统教学法,试验组按照Roy 的认知适应过程4 步骤开展教学活动。课程结束后采用高护生学习态度问卷、批判性思维能力测量表评估教学效果。结果课程结束后,试验组护生学习态度问卷总分和各维度得分均高于对照组,差异有统计学意义(P < 0.05)。课程结束后,试验组护生评判性思维能力总分和各维度得分均高于对照组,差异有统计学意义(P< 0.05)。结论以Roy 认知适应过程理论为理论基础的多种教学方法融入应用于儿科护理学课程的教学中,可以提高护生的学习态度和评判性思维能力,值得在其他护理课程中推广应用。

Objective To explore the effects of Roy's cognitive adaptation process theory on pediatric nursing courses. Methods Totally 119 three-year specialized nursing students who were admitted in 2016 in Nanyang Medical College were selected as the treatment group by convenient sampling, while another 114 specialized nursing students admitted in 2015 were selected as the control group. Nursing students in the control group were taught using the conventional method, whereas nursing students in the treatment group were involved into four-step teaching activities according to Roy's cognitive adaptation process. The Learning Attitude Questionnaire for College Nursing Students and the Critical Thinking Rating Scale were used to evaluate the teaching effects at the end of these courses. Results At the end of these courses, the treatment group scored higher than the control group on the whole and in different dimensions of the Learning Attitude Questionnaire( P< 0.05). The treatment group also scored higher than the control group on the whole and in different dimensions of the Critical Thinking Rating Scale( P < 0.05). Conclusions Multiple teaching methods based on Roy's cognitive adaptation process, when used in pediatric nursing courses, can enhance nursing students' learning attitude and critical thinking, which is worth promoting in other nursing courses.