目的 探讨基于临床判断模型的体验式教学在护理学专业学生实习教学中的应用效果。方法 于2021年7月至2022年4月,选取在青岛大学附属医院实习的150名2018级护理学专业本科生作为研究对象,按照随机数字表法将其分为试验组和对照组。试验组75名学生采用基于临床判断模型的体验式教学,对照组75名学生采用传统教学,采用问卷调查比较2组学生实习结束后学业自我效能感、临床判断能力及教学满意度。采用χ2检验和t检验比较两组间差异。结果 试验组学生学业自我效能感得分为(93.43±11.26)分,高于对照组学生的(84.75±10.06)分,;试验组学生批判性思维能力得分为(280.27±32.21)分,高于对照组学生的(265.01±25.05)分;试验组学生对教学感到满意的人数为67人(89.3%),高于对照组的54人(72.0%),差异均具有统计学意义(均P<0.05)。结论 基于临床判断模型的体验式教学在临床护理教学中可有效提高护生的学业自我效能感及临床判断能力,得到学生普遍认可。
Objective To explore the effect of experiential teaching based on clinical judgment model for nursing interns. Methods A total of 150 nursing undergraduates from the grade of 2018 who practiced in the Affiliated Hospital of Qingdao University participated in the study and were assigned randomly into two groups from July 2021 to April 2022. The experimental group adopted experiential teaching based on clinical judgment model, while the control group adopted traditional teaching. The academic self-efficacy, clinical judgment thinking and teaching satisfaction of two groups were compared after the internship. Chi-square test and t test were used to compare the differences between two groups. Results The score of academic self-efficacy of experimental group was (93.43±11.26) higher than that of control group (84.75±10.06); the critical thinking ability score of experimental group was (280.27±32.21), which was higher than that of control group (265.01±25.05); 67 (89.3%) students in the experimental group were satisfied with the teaching, higher than 54 (72.0%) students in the control group. There are statistically significant (all P<0.05). Conclusions Experiential teaching based on clinical judgment model can effectively improve students′ academic self-efficacy and critical thinking ability, and it is well accepted by the nursing undergraduates.
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