The present paper reveals the pivotal challenges of fast changing global work environment and industrial needs. Employability skills need to be checked rather than unemployment problem in India. The paper further aims...The present paper reveals the pivotal challenges of fast changing global work environment and industrial needs. Employability skills need to be checked rather than unemployment problem in India. The paper further aims to explore the necessary skills to the challenges of globalizing trends. The issues, approaches, and remedial strategies are focused with reference to the people＇s skills. As the reflections of quality and competence depend on transparency and accountability of the organization, it is necessary to improve the required skills which enhance the levels of confidence. The potential employer＇s requirements are need to be worked very keenly by the institutions. The paper also deals with the effective learning process, which is at par with global counter parts. Exposure to the universal student-centered learning is emphasized to enhance the very crucial pace of work place. Finally this paper studies effective micro and macro issues regarding the dynamics of the industry by applying a broad range of employability skills complementing the technical skills.展开更多
Objective:To analyze the effect of solution-focused approach on advanced schistosomiasis(AS).Methods:10 cases of patients with AS that were treated with a solution-focused approach were included in our study.The indic...Objective:To analyze the effect of solution-focused approach on advanced schistosomiasis(AS).Methods:10 cases of patients with AS that were treated with a solution-focused approach were included in our study.The indicators before and after the intervention were measured(knowledge mastery,prevention and treatment compliance,personal behavior,self-care ability,management satisfaction,complication rate).Results:After analyzing pre-and post-intervention indicators,statistical significance was found(P<0.05).The intervention received a satisfaction rate of 80.00%,with a complication rate of 10.00%.Conclusion:Using a solution-focused approach for ankylosing spondylitis(AS)patients can enhance their understanding and attitude toward disease prevention and treatment,improve their behaviors and self-care ability,resulting in high satisfaction and reduced complications.展开更多
As is universally acknowledged,educators have endeavored for ages to seek the more effective teaching method.Then action research has become a tool which is frequently applied to the teaching practice aiming to locate...As is universally acknowledged,educators have endeavored for ages to seek the more effective teaching method.Then action research has become a tool which is frequently applied to the teaching practice aiming to locate the teaching mode satisfactory to both teachers and students.The English majors are required to pass the TEM-4 exam when they are sophomores.It is essential for them to acquire the effective learning skills from reading classes.But it seems that vocabulary and grammar study—so called the traditional teaching method prove boring to students.Therefore,the tapestry approach is put forward.But the question is though the tapestry approach stimulates students’interest,can it can improve their English level?In order to figure out the result,two classes will be chosen in this research—one is controlled class,the other is experimental class.The traditional teaching method and the tapestry approach will be used in these two classes respectively.The experiment will last one semester.The students will be tested on two same TEM-4 papers at the beginning and at the end of the semester.The data will be collected for comparison.If the experimental class get the higher scores in the TEM-4 paper,it demonstrates that the tapestry approach is successful in balancing the need for interests and the need for English improvement.展开更多
A number of prominent solution-focused brief therapists have expressed the view that, to its detriment, this school of therapy tends to downplay emotion. Accordingly, we contend that, given that emotion is a primal bi...A number of prominent solution-focused brief therapists have expressed the view that, to its detriment, this school of therapy tends to downplay emotion. Accordingly, we contend that, given that emotion is a primal binding force, the bonding component of the crucially important therapeutic alliance risks being compromised in the current practice of this approach. We further argue that the prioritization of the depiction of actions that accompany the emotion expressed by the client over the actual participation in this emotion by the therapist tends to superficialize therapeutic communication. This is especially likely to happen when the therapist lapses into a formulaic, action-soliciting interrogatory mode in response to the emotion expressed by the client. In addition, we claim that the incorporation of emotion- and body-based approaches into the solution-focused canon could remedy the affective lacuna referred to above. We note, however, that such a modification would most likely face stiff resistance from some of the gatekeepers of solution-faced therapy, in particular those who subscribe to the “surface-only” descriptive approach advocated by the philosopher Ludwig Wittgenstein. And yet, the effectiveness of depth-oriented therapies, such as sensorimotor psychotherapy and somatic experiencing, is supported by neurophysiological considerations. Finally, we suggest that these therapies, and even creativogenic elements of psychoanalysis, can actually synergize solution-focused brief therapy through the generation of affect-laden images, sensations and thoughts that lend themselves to the realization of outcomes desired by the client, which is the raison d’etre of solution-focused brief therapy. This paper pleads for the incorporation of the above-noted depth approaches into solution-focused brief therapy with a view to augmenting its effectiveness through a stronger therapeutic bond owing to an increased emotional engagement on the part of the therapist.展开更多
Prediction is one of the comprehension processing skills encapsulated by the interactive approach instruction.Prediction skills enable learners to decode the meaning of comprehension passages by making guesses about t...Prediction is one of the comprehension processing skills encapsulated by the interactive approach instruction.Prediction skills enable learners to decode the meaning of comprehension passages by making guesses about the contents of texts to be read.Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties.The performance is weaker in comprehension than in grammar sections.Despite this,no study has assessed the nexus between the use of prediction skills and learners’achievement in reading comprehension.This study applied the Solomon Four-Group Design to obtain primary data from 279 primary school learners and eight teachers in 2017.Multiple Linear Regression was used to generate two models,one for the experimental group(Model 1)and one for the control group(Model 2).Results show that the influence of prediction skills on learners’achievement in reading comprehension was statistically significant the experimental group,but insignificant in the control group.However,the influence seemed to be stronger in the experimental than in the control group,which suggests that training English language teachers on how to correctly apply prediction skills is likely to improve learners’achievement in reading comprehension.The study recommends the need to:sensitise teachers to use textbooks cautiously,while supplementing with relevant resource materials;sensitise teachers on the need to guide learners through titles;as well as update the teacher training curriculum by integrating inter alia,new instructional methods based on information and communication technology and entrenching innovation to enable teachers diversify instructional resources.展开更多
There is general agreement today that the communicative approach to the teaching and learning of English is the correct one and that we learn English for the purpose of communicating with other English-speakers. Howev...There is general agreement today that the communicative approach to the teaching and learning of English is the correct one and that we learn English for the purpose of communicating with other English-speakers. However, this is a comparatively recent development. This paper begins with an historical overview outlining the origins of the communicative approach in Europe and the United States and noting that they arrived at a consensus for entirely different historical reasons. In China English replaced Russian as the most important foreign language a generation ago but even then the emphasis was on receptive skills. The thorny question of authenticity is then discussed. While everyone agrees that in theory authenticity is a key consideration there is considerably less agreement on how to convert theory into practice. Finally the paper goes on to note how recent practice has abandoned the teacher-centered approach in favor of the learner-centered approach and the exercise-based approach in favor of the task-based approach, The task-based approach emphasizes integrated as opposed to individual skills acquisition. Examples of integrated tasks are given in the Appendix.展开更多
Speech production involves four main processes including conceptualization,formulation,articulation and self-monitoring.During these processes,learners need to use sociocultural,pragmatic and discourse knowledge in co...Speech production involves four main processes including conceptualization,formulation,articulation and self-monitoring.During these processes,learners need to use sociocultural,pragmatic and discourse knowledge in conceptualization,vocabulary and grammar in formulation,and phonological knowledge in articulation.By utilizing the knowledge mentioned above,learners are expected to possess such speaking skills as routine skills and improvisation skills.Current speaking teaching methods are broadly divided into"skill-getting"direct approach and"skill-using"indirect approach.As they are mutually complementary,a balance of activities types should be provided.On the basis of these theories,a modification of a listening and speaking lesson in New Cutting Edge Pre-intermediate is designed to get students notice,retrieve and use some useful expressions for giving direction.展开更多
This study examined the effects of mental imagery in the solution-focused approach by evaluating the impact of positive self-image about the future on emotional states using the time machine question (which is a quest...This study examined the effects of mental imagery in the solution-focused approach by evaluating the impact of positive self-image about the future on emotional states using the time machine question (which is a questioning technique used in the solution-focused approach). We compared the change in the emotional state of 270 participants, using the Japanese version of the Positive and Negative Affect Schedule (PANAS), before and after the intervention. The intervention conditions included: verbal description of one’s positive future on a worksheet (the language description condition), and imagining one’s positive future (the imagery condition). The results of the experiment showed that after the intervention, the scores of the imagery group on the positive and negative affect scales of the PANAS were significantly higher and lower, respectively, than those of the language description group. We also found that the amount of change in the scores of the positive and negative affect scales of the PANAS was significantly larger in the imagery group as compared to the language description group. These results indicate that interventions involving the imagining of one’s future via the time machine question of the solution-focused approach have a more direct impact on emotional states than interventions using a language description. This suggests that mental imagery plays an important role in interventions carried out within the framework of the solution-focused approach.展开更多
This article presents a case study for the ＂community＂ approach to social work. It is the case of an elderly client whose social adaptation level had multiple problems associated with weakened networks at a higher r...This article presents a case study for the ＂community＂ approach to social work. It is the case of an elderly client whose social adaptation level had multiple problems associated with weakened networks at a higher rate area of seniors in Japan. Specifically, the ＂community＂ approach adopted here was the Refined Short-term Reconstructing Meaningful Life-worlds （RSRM）, which defines ＂community＂ as a circular system of speech acts and meaning construction. This social constructionist approach is shown to improve the client＇s adaptation level in the ＂community＂ where a differentiation force is activated using circular questions. This force allows the client to make beneficial life-worlds. The RSRM also has a concrete intervention procedure. First, the client, who was in her eighties with depression, delusional disorder, slight dementia, and urination neurosis, was encouraged to tell her problematic story. To differentiate speech acts in her ＂community＂, circular questions, positive reframing and solution-focused skills were used. Then she was encouraged to practice her newly acquired speech acts in her ＂community＂. She regained the ability to communicate with other persons with confidence, and she could extend the ＂community＂ networks to practice her newly acquired communication skills. Through her practices in her extended ＂community＂, her multivariate problems were resolved.展开更多
English is widely taught and used in China. Yet, Traditional Language Teaching （TLT） methods are still used in most classrooms, which hinder the successful language learning. In the paper, communicative approach is ...English is widely taught and used in China. Yet, Traditional Language Teaching （TLT） methods are still used in most classrooms, which hinder the successful language learning. In the paper, communicative approach is introduced. And the authors sincerely hope that effective language learning can be promoted in the language classroom.展开更多
In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follo...In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning展开更多
In view of the current demand for skilled talents required by the Chinese construction industry,this paper takes the Jiuzhou Polytechnic of Xuzhou,Jiangsu Province as an example and puts forward the apprenticeship tra...In view of the current demand for skilled talents required by the Chinese construction industry,this paper takes the Jiuzhou Polytechnic of Xuzhou,Jiangsu Province as an example and puts forward the apprenticeship training model of“dual system,four stages of work integrated learning,”with the characteristics of vocational education from China Jiuzhou Polytechnic along with its paid study courses.展开更多
In the acquisition of a second language, the learner feels motivated to create verbal exchanges in order to build relationships with his/her partners but especially xo grow discursive and formative skills at the same ...In the acquisition of a second language, the learner feels motivated to create verbal exchanges in order to build relationships with his/her partners but especially xo grow discursive and formative skills at the same time. Under this aspect, we＇re going to investigate, firstly, what the role of creativity is in interactions in the language class. On the other hand, the adoption of creative interaction techniques allows the group to take a new look in the face of its learning （apprenticeship）, to better manage its potential. Finally, it would be interesting to propose the realization of a project of creative communication, to re-explore creativity in problem solving through the techniques of the game, giving more importance to the performance of more or less complex tasks and the development of the project in a holistic and action-oriented approach.展开更多
目的探讨基于改良Peyton四步教学法的模拟教学联合操作技能直接观察(direct observation of procedural skills,DOPS)评估方法在西藏临床技能培训中的应用效果。方法选取西藏边坝县人民医院2021年5月—2022年5月参加临床技能培训的51名...目的探讨基于改良Peyton四步教学法的模拟教学联合操作技能直接观察(direct observation of procedural skills,DOPS)评估方法在西藏临床技能培训中的应用效果。方法选取西藏边坝县人民医院2021年5月—2022年5月参加临床技能培训的51名医护人员为研究对象,随机分为试验组与对照组。试验组采用结合改良Peyton四步教学法进行成人男性导尿术教学,并在培训开始前、培训中期及培训结束后,由带教教师采用DOPS评估方法对学员进行测评。对照组采用传统临床技能培训方法进行教学。在培训结束后发放满意度调查问卷,以了解学员对该教学模式的满意度。结果试验组技能考核平均成绩(90.12±5.50)分,对照组技能考核平均成绩(79.36±6.95)分,两组间成绩比较,其差异具有统计学意义(P<0.001);DOPS评估量表显示,试验组学员在培训结束后临床操作各项能力均较前有显著提高,其差异均具有统计学意义(P<0.05);课后满意度调查结果显示,在赞同“增强相关基础知识”等6个方面,试验组与对照组比较,其差异均具有统计学意义(P<0.001)。结论基于改良Peyton四步教学法的模拟教学联合DOPS评估方法的教学模式可提高西藏藏区医护人员的临床技能操作水平,适合在藏区医护人员临床技能培训中推广。展开更多
文摘The present paper reveals the pivotal challenges of fast changing global work environment and industrial needs. Employability skills need to be checked rather than unemployment problem in India. The paper further aims to explore the necessary skills to the challenges of globalizing trends. The issues, approaches, and remedial strategies are focused with reference to the people＇s skills. As the reflections of quality and competence depend on transparency and accountability of the organization, it is necessary to improve the required skills which enhance the levels of confidence. The potential employer＇s requirements are need to be worked very keenly by the institutions. The paper also deals with the effective learning process, which is at par with global counter parts. Exposure to the universal student-centered learning is emphasized to enhance the very crucial pace of work place. Finally this paper studies effective micro and macro issues regarding the dynamics of the industry by applying a broad range of employability skills complementing the technical skills.
文摘Objective:To analyze the effect of solution-focused approach on advanced schistosomiasis(AS).Methods:10 cases of patients with AS that were treated with a solution-focused approach were included in our study.The indicators before and after the intervention were measured(knowledge mastery,prevention and treatment compliance,personal behavior,self-care ability,management satisfaction,complication rate).Results:After analyzing pre-and post-intervention indicators,statistical significance was found(P<0.05).The intervention received a satisfaction rate of 80.00%,with a complication rate of 10.00%.Conclusion:Using a solution-focused approach for ankylosing spondylitis(AS)patients can enhance their understanding and attitude toward disease prevention and treatment,improve their behaviors and self-care ability,resulting in high satisfaction and reduced complications.
文摘As is universally acknowledged,educators have endeavored for ages to seek the more effective teaching method.Then action research has become a tool which is frequently applied to the teaching practice aiming to locate the teaching mode satisfactory to both teachers and students.The English majors are required to pass the TEM-4 exam when they are sophomores.It is essential for them to acquire the effective learning skills from reading classes.But it seems that vocabulary and grammar study—so called the traditional teaching method prove boring to students.Therefore,the tapestry approach is put forward.But the question is though the tapestry approach stimulates students’interest,can it can improve their English level?In order to figure out the result,two classes will be chosen in this research—one is controlled class,the other is experimental class.The traditional teaching method and the tapestry approach will be used in these two classes respectively.The experiment will last one semester.The students will be tested on two same TEM-4 papers at the beginning and at the end of the semester.The data will be collected for comparison.If the experimental class get the higher scores in the TEM-4 paper,it demonstrates that the tapestry approach is successful in balancing the need for interests and the need for English improvement.
文摘A number of prominent solution-focused brief therapists have expressed the view that, to its detriment, this school of therapy tends to downplay emotion. Accordingly, we contend that, given that emotion is a primal binding force, the bonding component of the crucially important therapeutic alliance risks being compromised in the current practice of this approach. We further argue that the prioritization of the depiction of actions that accompany the emotion expressed by the client over the actual participation in this emotion by the therapist tends to superficialize therapeutic communication. This is especially likely to happen when the therapist lapses into a formulaic, action-soliciting interrogatory mode in response to the emotion expressed by the client. In addition, we claim that the incorporation of emotion- and body-based approaches into the solution-focused canon could remedy the affective lacuna referred to above. We note, however, that such a modification would most likely face stiff resistance from some of the gatekeepers of solution-faced therapy, in particular those who subscribe to the “surface-only” descriptive approach advocated by the philosopher Ludwig Wittgenstein. And yet, the effectiveness of depth-oriented therapies, such as sensorimotor psychotherapy and somatic experiencing, is supported by neurophysiological considerations. Finally, we suggest that these therapies, and even creativogenic elements of psychoanalysis, can actually synergize solution-focused brief therapy through the generation of affect-laden images, sensations and thoughts that lend themselves to the realization of outcomes desired by the client, which is the raison d’etre of solution-focused brief therapy. This paper pleads for the incorporation of the above-noted depth approaches into solution-focused brief therapy with a view to augmenting its effectiveness through a stronger therapeutic bond owing to an increased emotional engagement on the part of the therapist.
文摘Prediction is one of the comprehension processing skills encapsulated by the interactive approach instruction.Prediction skills enable learners to decode the meaning of comprehension passages by making guesses about the contents of texts to be read.Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties.The performance is weaker in comprehension than in grammar sections.Despite this,no study has assessed the nexus between the use of prediction skills and learners’achievement in reading comprehension.This study applied the Solomon Four-Group Design to obtain primary data from 279 primary school learners and eight teachers in 2017.Multiple Linear Regression was used to generate two models,one for the experimental group(Model 1)and one for the control group(Model 2).Results show that the influence of prediction skills on learners’achievement in reading comprehension was statistically significant the experimental group,but insignificant in the control group.However,the influence seemed to be stronger in the experimental than in the control group,which suggests that training English language teachers on how to correctly apply prediction skills is likely to improve learners’achievement in reading comprehension.The study recommends the need to:sensitise teachers to use textbooks cautiously,while supplementing with relevant resource materials;sensitise teachers on the need to guide learners through titles;as well as update the teacher training curriculum by integrating inter alia,new instructional methods based on information and communication technology and entrenching innovation to enable teachers diversify instructional resources.
文摘There is general agreement today that the communicative approach to the teaching and learning of English is the correct one and that we learn English for the purpose of communicating with other English-speakers. However, this is a comparatively recent development. This paper begins with an historical overview outlining the origins of the communicative approach in Europe and the United States and noting that they arrived at a consensus for entirely different historical reasons. In China English replaced Russian as the most important foreign language a generation ago but even then the emphasis was on receptive skills. The thorny question of authenticity is then discussed. While everyone agrees that in theory authenticity is a key consideration there is considerably less agreement on how to convert theory into practice. Finally the paper goes on to note how recent practice has abandoned the teacher-centered approach in favor of the learner-centered approach and the exercise-based approach in favor of the task-based approach, The task-based approach emphasizes integrated as opposed to individual skills acquisition. Examples of integrated tasks are given in the Appendix.
文摘Speech production involves four main processes including conceptualization,formulation,articulation and self-monitoring.During these processes,learners need to use sociocultural,pragmatic and discourse knowledge in conceptualization,vocabulary and grammar in formulation,and phonological knowledge in articulation.By utilizing the knowledge mentioned above,learners are expected to possess such speaking skills as routine skills and improvisation skills.Current speaking teaching methods are broadly divided into"skill-getting"direct approach and"skill-using"indirect approach.As they are mutually complementary,a balance of activities types should be provided.On the basis of these theories,a modification of a listening and speaking lesson in New Cutting Edge Pre-intermediate is designed to get students notice,retrieve and use some useful expressions for giving direction.
文摘This study examined the effects of mental imagery in the solution-focused approach by evaluating the impact of positive self-image about the future on emotional states using the time machine question (which is a questioning technique used in the solution-focused approach). We compared the change in the emotional state of 270 participants, using the Japanese version of the Positive and Negative Affect Schedule (PANAS), before and after the intervention. The intervention conditions included: verbal description of one’s positive future on a worksheet (the language description condition), and imagining one’s positive future (the imagery condition). The results of the experiment showed that after the intervention, the scores of the imagery group on the positive and negative affect scales of the PANAS were significantly higher and lower, respectively, than those of the language description group. We also found that the amount of change in the scores of the positive and negative affect scales of the PANAS was significantly larger in the imagery group as compared to the language description group. These results indicate that interventions involving the imagining of one’s future via the time machine question of the solution-focused approach have a more direct impact on emotional states than interventions using a language description. This suggests that mental imagery plays an important role in interventions carried out within the framework of the solution-focused approach.
文摘This article presents a case study for the ＂community＂ approach to social work. It is the case of an elderly client whose social adaptation level had multiple problems associated with weakened networks at a higher rate area of seniors in Japan. Specifically, the ＂community＂ approach adopted here was the Refined Short-term Reconstructing Meaningful Life-worlds （RSRM）, which defines ＂community＂ as a circular system of speech acts and meaning construction. This social constructionist approach is shown to improve the client＇s adaptation level in the ＂community＂ where a differentiation force is activated using circular questions. This force allows the client to make beneficial life-worlds. The RSRM also has a concrete intervention procedure. First, the client, who was in her eighties with depression, delusional disorder, slight dementia, and urination neurosis, was encouraged to tell her problematic story. To differentiate speech acts in her ＂community＂, circular questions, positive reframing and solution-focused skills were used. Then she was encouraged to practice her newly acquired speech acts in her ＂community＂. She regained the ability to communicate with other persons with confidence, and she could extend the ＂community＂ networks to practice her newly acquired communication skills. Through her practices in her extended ＂community＂, her multivariate problems were resolved.
文摘English is widely taught and used in China. Yet, Traditional Language Teaching （TLT） methods are still used in most classrooms, which hinder the successful language learning. In the paper, communicative approach is introduced. And the authors sincerely hope that effective language learning can be promoted in the language classroom.
文摘In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning
文摘In view of the current demand for skilled talents required by the Chinese construction industry,this paper takes the Jiuzhou Polytechnic of Xuzhou,Jiangsu Province as an example and puts forward the apprenticeship training model of“dual system,four stages of work integrated learning,”with the characteristics of vocational education from China Jiuzhou Polytechnic along with its paid study courses.
文摘In the acquisition of a second language, the learner feels motivated to create verbal exchanges in order to build relationships with his/her partners but especially xo grow discursive and formative skills at the same time. Under this aspect, we＇re going to investigate, firstly, what the role of creativity is in interactions in the language class. On the other hand, the adoption of creative interaction techniques allows the group to take a new look in the face of its learning （apprenticeship）, to better manage its potential. Finally, it would be interesting to propose the realization of a project of creative communication, to re-explore creativity in problem solving through the techniques of the game, giving more importance to the performance of more or less complex tasks and the development of the project in a holistic and action-oriented approach.
文摘目的探讨基于改良Peyton四步教学法的模拟教学联合操作技能直接观察(direct observation of procedural skills,DOPS)评估方法在西藏临床技能培训中的应用效果。方法选取西藏边坝县人民医院2021年5月—2022年5月参加临床技能培训的51名医护人员为研究对象,随机分为试验组与对照组。试验组采用结合改良Peyton四步教学法进行成人男性导尿术教学,并在培训开始前、培训中期及培训结束后,由带教教师采用DOPS评估方法对学员进行测评。对照组采用传统临床技能培训方法进行教学。在培训结束后发放满意度调查问卷,以了解学员对该教学模式的满意度。结果试验组技能考核平均成绩(90.12±5.50)分,对照组技能考核平均成绩(79.36±6.95)分,两组间成绩比较,其差异具有统计学意义(P<0.001);DOPS评估量表显示,试验组学员在培训结束后临床操作各项能力均较前有显著提高,其差异均具有统计学意义(P<0.05);课后满意度调查结果显示,在赞同“增强相关基础知识”等6个方面,试验组与对照组比较,其差异均具有统计学意义(P<0.001)。结论基于改良Peyton四步教学法的模拟教学联合DOPS评估方法的教学模式可提高西藏藏区医护人员的临床技能操作水平,适合在藏区医护人员临床技能培训中推广。
