中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (2): 159-162.DOI: 10.3760/cma.j.cn115259-20200514-00750

• 护理教育 • 上一篇    下一篇

内科护理学课程过渡型双语教学模式的应用效果评价

赵博伦, 葛伟, 周晓华, 霍苗   

  1. 大连大学护理学院临床护理学教研室
  • 收稿日期:2020-05-14 出版日期:2021-02-01 发布日期:2021-02-02
  • 通讯作者: 霍苗, Email: huomiao1981411@126.com, 电话: 0411-82829805
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2018年医学教育研究课题(2018B-N18031)

Evaluation on the effect of transitional bilingual teaching mode used in medical nursing

Zhao Bolun, Ge Wei, Zhou Xiaohua, Huo Miao   

  1. Department of Clinical Nursing, Nursing College, Dalian University, Dalian 116001, China
  • Received:2020-05-14 Online:2021-02-01 Published:2021-02-02
  • Contact: Huo Miao, Email: huomiao1981411@126.com, Tel: 0086-411-82829805
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2018 Medical Education Research Project (2018B-N18031)

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摘要： 目的 评价内科护理学课程过渡型双语教学模式的应用效果。方法 从2017年开始连续3个学年的秋季学期,以大连大学护理学专业本科三年级139名学生为教学对象,设计三阶段过渡型双语教学模式和相应配套教学材料。采用病例翻译测试、问卷调查和访谈、医学教学环境评价量表评价教学效果。结果 双语教学前学生病例翻译测试评分为[45(30,60)]分,低于教学后的[70(50,90)]分,差异具有统计学意义(P<0.01)。73.4%(102/139)的学生对本次双语教学持肯定态度,但也有部分学生在访谈中反映英文专业词汇较为复杂,对专业知识的学习和理解有一定影响。“学生对学习的感知”调查的大部分条目学生给予了正面的反馈,如教学针对性强[79.7%(102/128)]、教学考虑学生需求[81.3%(104/128)]等。 内科护理学课程过渡型双语教学模式的实施取得较好的效果,学生满意度较高,但在教学设计和实施细节上仍需继续改进。

关键词: 内科护理学, 过渡型双语教学, 教学模式

Abstract: Objective To evaluate the effect of transitional bilingual teaching mode for medical nursing.Methods The following three autumn semesters from 2017,139 nursing students in the third grade were selected as the project objects. A three-stage transitional bilingual teaching mode for medical nursing was designed; the professional English translation examination, questionnaire survey, informal communication, face-to-face interview, and Dundee Ready Educational Environment Measure (DREEM) scale were used to evaluate the teaching effects.Results The score of the test for English case translation before bilingual teaching was [45 (30,60)], which was lower than [70 (50,90)] that after bilingual teaching (P<0.01). Totally 73.4% (102/139) of the students hold a positive attitude towards bilingual teaching. Still, some students also reflected that English professional vocabulary was more complex, which impacted the learning and understanding of professional knowledge. The results of “students' perception of learning” assessment showed that students gave positive feedback in most items, such as strong teaching pertinence [79.7% (102/128)], matching of teaching to students’ needs[81.3% (104/128)].Conclusions The transitional bilingual teaching mode is a suitable teaching method for medical nursing. But it still needs continuous optimization in curriculum designation for better implementation.

Key words: Medical nursing, Bilingual teaching, Mode

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