SPICES模式在高级健康评估优质课程中的应用

Application of SPICES Mode in Quality Course of Advanced Health Assessment

目的探讨SPICES模式在护理硕士专业学位研究生高级健康评估课程中的实施效果。方法选取湖南省某高校2020级60名护理硕士专业学位研究生为研究对象,教师采用SPICES模式,即以学生为基础(student-based)、以问题为基础(problem-based)、整合课程(integration)、以社区为基础(community-based)、选修(elective)、系统化(systematic)进行高级健康评估教学。与2019级50名护理硕士专业学位研究生就评判性思维倾向、综合测试成绩和教学满意度进行对比。结果2020级与2019级学生评判性思维倾向得分为(264.48±10.26)和(252.08±11.39),t=6.00,P<0.001;平时成绩为(86.45±4.72)和(84.69±5.23),t=1.858,P=0.066;理论考核成绩为(86.48±3.79)和(82.43±3.95),t=5.444,P<0.001;综合成绩为(84.44±3.54)和(81.87±3.13),t=3.996,P<0.001;2020级学生的教学满意度为(45.33±3.00),高于2019级学生的为(41.86±2.25),t=6.928,P<0.001。结论在高级健康评估课程中应用SPICES模式有利于提高学生的评判性思维能力、学习成绩和教学满意度,具有一定的推广价值。

Objective To explore the implementation effect of SPICES mode in the advanced health assessment course for nursing master.Methods We selected 60 nursing masters enrolled in 2020 from a nursing college of Hunan province,designed and used SPICES teaching method in the course of advanced health assessment.Students'critical thinking,test scores and teaching satisfaction were compared with 50 nursing masters enrolled in 2019.Results The critical thinking in 2020 and 2019 were(264.48±10.26)and(252.08±11.39)respectively(t=-6.00,P<0.001).Regular grades were(86.45±4.72)and(84.69±5.23)respectively(t=1.858,P=0.066);Theoretical results were(86.48±3.79)and(82.43±3.95)respectively(t=5.444,P<0.001);Comprehensive score were(84.44±3.54)and(81.87±3.13)respectively(t=3.996,P<0.001);Teaching satisfaction were(45.33±3.00)and(41.86±2.25)respectively(t=6.928,P<0.001).Conclusion Using SPICES in the course of the advanced health assessment can not only improve students'clinical thinking ability and academic performance,but also promote students'teaching satisfaction.