Seminar教学法在儿科护理学中的应用

Application of Seminar teaching method in the teaching of pediatric nursing

目的探讨Seminar教学法在儿科护理学本科教学中的应用效果。方法采用整群抽样的方法将海南医学院国际护理学院2014级护理本科学生190人作为研究对象,按自然班级分为试验组81人和对照组109人。试验组采用Seminar教学法+传统教学法,对照组采用传统教学法。干预时间为1个教学周,试验结束后使用评判性思维能力测量表(CTDI-CV)、Seminar教学法效果调查问卷、期末理论考试成绩评价教学效果。结果两组学生评判性思维能力结果比较显示,只有认知成熟程度维度方面差异有统计学意义(P<0.05),在总分和其他6个维度上差异无统计学意义(P>0.05);试验组理论考试成绩高于对照组,且具有统计学意义(P<0.05);试验组大部分学生对Seminar教学效果持肯定态度。结论Seminar教学法能够提高教学效果,提高学生的理论成绩,但对评判性思维能力的影响不明显。

Objective To explore the effect of Seminar teaching method on the teaching of pediatric nursing for undergraduate students. Methods One hundred and ninety nursing students from 2014 grade of Hainan Medical University were recruited by cluster sampling. The students were divided into experimental group(n=81) and control group(n=109) according to the natural class. The students in experimental group were treated with Seminar teaching method combined with traditional teaching method. The students in control group received traditional teaching method alone. The intervention period was fixed at one week. After the intervention, the Critical Thinking Ability Measurement Table(CTDI-CV), the Seminar Teaching Method Questionnaire and the final theoretical test score were used to evaluate the differences between the two groups. Results There was significant difference in the result of Cognitive Maturity Test between the two groups only(P<0.05). And there were no significant difference in the total score and the other six dimensions(P>0.05). The theoretical test scores in the experimental group were higher than those in the control group significantly(P<0.05). Most of the students in the experimental group held a positive attitude towards the teaching effect of the Seminar. Conclusions The Seminar teaching method can improve the teaching effect and improve the students’ theoretical achievement, which has no prominent influence on critical thinking ability.