CBL联合TBL教学方法对护理学专业学生批判性思维及自主学习能力培养的探讨

doi:10.3760/cma.j.issn.1673-677X.2019.11.005

摘要/Abstract

摘要： 目的探讨基于案例学习(case-basedlearning,CBL)教学联合基于团队学习(team-basedlearning,TBL)教学方法对护理学专业学生批判性思维及自主学习能力培养的效果。方法采用实验对照方法。本研究于2018年实施。选择广东某医科大学2015级四年制护理学专业107名学生为研究对象。这些学生在中山大学附属第一医院妇产科见习时,将其随机分为实验组(54人)和对照组(53人),实验组采用CBL联合TBL教学方法,对照组采用传统教学方法。采用批判性思维能力量表中文版和护理自主学习准备度量表测量并比较两组学生见习前后的批判性思维能力和自主学习能力。同时,见习后对两组学生进行理论测试,比较学习效果。结果见习后,在批判性思维能力方面,实验组学生总分为(292.09±28.26)分,对照组学生总分为(282.47±37.12)分,两组学生批判性思维能力均处于良好水平。在自主学习能力方面,实验组学生与对照组学生的自我管理维度得分[(49.07±5.57)分比(46.13±7.56)分]比较,其差异具有统计学意义(t=2.08,P=0.04)。实验组学生见习后与见习前批判性思维能力总分[(292.09±28.26)分比(273.32±28.26)分]比较,其差异具有统计学意义(t=3.91,P<0.01)。实验组学生见习后与见习前自主学习能力总分[(158.13±15.25)分比(147.84±14.92)分]比较,其差异具有统计学意义(t=3.47,P<0.01)。见习后,实验组学生与对照组学生的理论测试成绩比较,分析题目得分[(45.43±4.00)分比(41.28±9.11)分]及总成绩[(74.90±4.60)分比(69.77±14.77)分],其差异均具有统计学意义(均P<0.05)。结论在妇产科见习教学中,与传统教学方法相比,CBL联合TBL教学方法一定程度上有助于提高学生的批判性思维能力和自主学习能力,提高学生分析及解决问题的能力。

关键词: 批判性思维, 自主学习能力, 护理学专业学生, 妇产科, 见习

Abstract: Objective To investigate the case-based learning (CBL) combined with team-based learning (TBL) teaching method for developing critical thinking and independent learning ability of nursing undergraduates.Methods Experimental control method was used.Totally 107 nursing students of grade 2015 of a medical school were randomly divided into experimental group (54 students) and control group (53 students) in 2018.The control group received traditional teaching and the observation group received CBL combined with TBL teaching method.Critical Thinking Disposition Inventory Chinese Version (CTDI-CV) and Self-directed Learning Readiness Scale for Nursing Education were used before and after probation to test the level of critical thinking and independent learning ability of both groups of students.Besides,both two groups had a theory test after the internship.Results After probation the total score of critical thinking in the experimental group was higher than that in the control group[(292.09±28.26) vs (282.47±37.12)].Both groups of students had a good level of critical thinking.For independent learning preparation,the score of self-management in the experimental group were higher than those in the control group[(49.07±5.57) vs (46.13±7.56),t=2.08,P=0.04].After probation the total score of critical thinking improved evidently in the experimental group[(292.09±28.26) vs (273.32±28.26),t=3.91,P<0.01 ].After probation the total score of independent learning preparation improved significantly in experimental group[(158.13±15.25) vs (147.84±14.92),t=3.47,P<0.01].The score of analytical questions[(45.43±4.00) vs (41.28±9.11)] and the total score[(74.90±4.60) vs (69.77±14.77)] in the theory test in the experimental group were higher than those in the control group after internship (all P<0.05).Conclusions CBL combined with TBL teaching method in the clinical probation of nursing undergraduates can improve the ability to analyze and solve problems and enhance students' academic performance.Besides,it also can develop the critical thinking and autonoruous learning of students.

Key words: Critical thinking, Independent learning ability, Nursing students, Gynaecology and obstetrics department, Clinical probation

中图分类号:

王天慈, 刘运霞, 陆丹华, 刘悦新. CBL联合TBL教学方法对护理学专业学生批判性思维及自主学习能力培养的探讨[J]. 中华医学教育杂志, 2019, 39(11): 822-826.

Wang Tianci, Liu Yunxia, Lu Danhua, Liu Yuexin. Discussion on the cultivation of critical thinking and independent learning ability of nursing students with CBL and TBL teaching methods[J]. Chinese Journal of Medical Education, 2019, 39(11): 822-826.

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