引导性反馈在老年服务与管理技能综合训练仿真模拟教学中的应用研究

Application of guided feedback in simulation-based training for elderly services and management skills

目的:探讨引导性反馈对老年服务与管理技能综合训练仿真模拟教学效果的影响,为进一步完善老年服务与管理专业模拟教学方案提供参考依据。方法:以广州卫生职业技术学院老年与服务管理专业学生为研究对象,2018级为对照组,2019级为试验组,在老年服务与管理技能综合训练仿真模拟教学过程中,在案例运行后试验组采用引导性反馈,对照组采用传统的教师点评;教学结束后对两组均进行理论和技能考核,并在教学前后均采用评判性思维能力测量量表对两组学生进行测评。结果:理论及技能考核结果表明,试验组学生平均成绩均明显高于对照组,差异均具有统计学意义(P<0.05)。量表测评结果显示,评判性思维能力各维度及总分,教学前两组得分比较差异无统计学意义(P>0.05);教学后,试验组高于对照组,两组比较差异有统计学意义(P<0.01);且试验组优于本组教学前得分,差异有统计学意义(P<0.01)。结论:引导性反馈有利于学生评判性思维能力的提高,可以提升教学效果,可为进一步完善老年服务与管理专业仿真模拟教学方案提供参考依据。

Objective:This study aims to investigate the impact of guided feedback on the effectiveness of simulation-based training for elderly services and management skills and provide reference for further improvement of the simulation teaching program in the field of elderly services and management.Methods:Students majoring in elderly services and management at Guangzhou Medical Vocational and Technical College were selected as the research subjects,with the 2018 cohort as the control group and the 2019 cohort as the experimental group.In the simulation-based training for elderly services and management skills,the experimental group received guided feedback after the case simulation,while the control group received traditional teacher feedback.Both groups underwent theoretical and skills assessments after the training,and the critical thinking ability measurement scale was used to evaluate the students before and after the training.Results:The results of the theoretical and skills assessments showed that the average scores of the experimental group were significantly higher than those of the control group,and the differences were statistically significant(P<0.05).The results of the measurement scale showed that there was no significant difference in the scores of the two groups in terms of critical thinking ability dimensions and total scores before the training(P>0.05).After the training,the experimental group scored higher than the control group,and the differences between the two groups were statistically significant(P<0.O1).Furthermore,the experimental group showed improvement compared to their pre-training scores,and the difference was statistically significant(P<O.O1).Conclusion:Guided feedback is beneficial for improving students'critical thinking ability and can enhance the effectiveness of teaching.It provides a reference for further improvement of the simulation teaching program in the field of elderly services and management.