布鲁纳结构主义教育理论对内科实习护生评判性思维及实习效果的影响

Effects of Bruner's constructivist theory on critical thinking and practice performance of student nurse interns in internal medicine

目的:探讨布鲁纳结构主义教育理论对提高内科实习本科护生评判性思维能力及实习效果的作用。方法:便利选取在北京某三甲医院内科实习的本科护生153人,按实习时间的先后顺序分为对照组(76人)及试验组(77人)。对照组采用传统教学,试验组采用布鲁纳结构主义教育理论的教学。采用SPSS 24.0进行t检验。结果:试验组实习护生的评判性思维能力总分为(325.03±32.09)分,对照组为(306.13±33.00)分,两组差异有统计学意义;试验组护生的出科操作考试成绩[(96.94±1.79)分]及理论成绩[(90.23±9.17)分]均明显高于对照组[(94.74±3.24)分、(86.68±11.95)分];试验组护生满意度[(187.91±14.50)分]高于对照组[(180.08±13.35)分]。结论:布鲁纳结构主义教育理论有助于提高实习护生的评判性思维能力、满意度、临床操作和理论考试成绩,提升了内科临床护理教学效果。

Objective To investigate the effects of Bruner's constructivist theory on the critical thinking and practice performance of nursing students interning in internal medicine.Methods One hundred and fifty-three undergraduate nursing students practicing in the department of internal medicine of a Beijing grade A tertiary hospital were selected by convenience sampling and divided into control group(n=76)and experimental group(n=77)according to the order of rotation time.The experimental group received teaching based on Bruner's constructivist theory,while the control group was given traditional teaching.SPSS 24.0 was used to perform the t test.Results Compared with the control group,the experimental group showed a significantly higher critical thinking score[(306.13±33.00)vs.(325.03±32.09)],a significantly higher exit theory assessment score[(94.74±3.24)vs.(96.94±1.79)],a significantly higher exit skills assessment score[(86.68±11.95)vs.(90.23±9.17)],and a significantly higher degree of satisfaction with teaching[(180.08±13.35)vs.(187.91±14.50);all P<0.05].Conclusions Bruner's constructivist theory can help nurse students improve their critical thinking,theoretical and practical performance,and satisfaction with teaching,which enhances the effects of internal medicine nursing teaching.