目的 探讨“构思—设计—实现—运行”(conceive-design-implement-operate,CDIO)教学对呼吸与危重症医学科护理学专业实习学生自主学习能力和学业自我效能感的影响。方法 采用试验对照方法,选取2022年1至6月在山西省人民医院呼吸与危重症医学科实习的护理学专业38名学生作为试验组,实施CDIO教学;2021年7至12月实习的38名学生作为对照组,采用传统教学方式。4周实习结束后,比较两组学生自主学习能力量表评分、学业自我效能感量表评分、出科理论和操作考试成绩。采用t检验、χ2检验等统计学方法分析数据。结果 试验组学生自主学习能力、学业自我效能感、理论和操作考试成绩分别为(116.45±5.82)分、(80.00±6.04)分、(81.97±2.33)分、(92.61±2.32)分,高于对照组学生的(100.05±7.24)分、(69.05±6.58)分、(77.05±1.68)分、(85.03±1.97)分,差异均具有统计学意义(均P<0.05)。结论 CDIO教学有助于提高护理学专业学生学习的自主性与积极性,增强学生学业自我效能感,促进学生更好地掌握专业知识和操作技能。
Objective To explore the impact of conceive-design-implement-operate (CDIO) teaching method for nursing interns in respiratory and critical care medicine on self-learning ability and academic self-efficacy. Methods Using experimental control method, 38 students who interned at Respiratory and Critical Care Medicine Department of Shanxi Provincial People′s Hospital from January to June 2022 were selected as the study group, and 38 students who interned from July to December 2021 were selected as the control group. The study group adopted CDIO teaching method for teaching, while the control group adopted the traditional clinical teaching method. After four weeks of internship, the scores of self-learning ability scale, academic self-efficacy scale, and knowledge test and skills examination scores were compared between the two groups. The data was analyzed by t-test and χ2-test. Results The scores of self-learning ability, academic self-efficacy, knowledge test and skills examination in the study group were (116.45±5.82) points, (80.00±6.04) points, (81.97±2.33) points and (92.61±2.32) points, respectively. They were higher than those in the control group (100.05±7.24) points, (69.05±6.58) points, (77.05±1.68) points and (85.03±1.97) points, respectively (all P<0.05). Conclusions CDIO teaching method can effectively improve students′ learning autonomy and enthusiasm, enhance students′ academic self-efficacy and promote students to better master professional knowledge and operational skills.
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