建构主义教学在本科护生儿科实习中的应用研究

Application of Constructivism Teaching in Pediatric Practice of Undergraduate Nursing Students

目的探讨建构主义教学在护理本科生儿科实习中的教学效果。方法随机选择在苏州大学附属儿童医院实习的本科专业2个班级设为对照组与干预组。干预组采用建构主义实习教学模式:(1)设置情境:带教老师设置真实的情境;(2)分工协作:将学生分组,并设定组长;(3)会话交流:带教老师组织护生相互交流,围绕问题进行讨论;(4)意义建构:带教老师引导学生探讨问题,构建护生个人的知识体系。对照组采用传统的实习模式。结果干预组护生实习后理论成绩、操作成绩、教学满意度和评判性思维能力显著高于对照组护生,差异有统计学意义(P<0.01)。结论建构主义实习教学模式有助于提高本科护生的理论成绩、操作成绩、教学满意度、评判性思维能力,从而提高护生的实习质量。

Objective To explore the teaching effect of constructivism teaching in pediatric for undergraduates nursing students.Methods Two classes of nursing undergraduates were randomly selected as control group and intervention group in Children’s Hospital of Soochow University.The intervention group adopted the constructivism practice teaching mode:(1)Setting the situation:the teacher set the real situation.(2)Division of labor and cooperation:the teacher group the students and set the team leader.(3)Conversational communication:the teacher organize nursing students to communicate with each other and discuss problems.(4)Meaning construction:the teacher guide students to explore problems and build personal knowledge system.The control group accepted the traditional practice.Results The scores of theoretical performance,operational performance,teaching satisfaction and critical thinking ability of nursing students in the intervention group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion Constructivism practice teaching mode is helpful to improve the theoretical performance,operational performance,teaching satisfaction and critical thinking ability of undergraduate nursing students,so as to improve the practice quality of nursing students.