目的 对护理学专业(急救与重症监护方向)学生综合性实验考核采取的不同评价方式进行差异性比较。方法 采用整群抽样方法选取滨州医学院2015级二年制护理学专业(急救与重症监护方向)55名学生为研究对象,采用自制的“ICU护理学专业学生核心能力评价量表”对学生的综合性实验考核进行学生自评、学生互评和教师评价,对评价结果采用单因素方差分析Tukey's多重比较,并对综合性实验考核方式进行满意度测评。结果 学生自评、学生互评和教师评价分总分分别为(77.13±3.16、80.05±3.66、78.36±2.56),不同评价方式分数比较差异具有统计学意义(F=3.452,P＜0.05)。学生自评与教师评价比较中,评判性思维能力学生自评分为(12.33±1.19)分,教师评分为(13.76±1.68)分;科研能力学生自评分为(9.82±0.96)分,教师评分为(10.73±1.38)分;差异均具有统计学意义(均P＜0.05)。学生互评与教师评价比较中,评判性思维能力学生互评分为(12.69±1.07),教师评分为(13.76±1.68)分;科研能力学生评分为(9.78±1.08)分,教师评分为(10.73±1.38)分;差异均有统计学意义(均P＜0.05)。学生自评与学生互评比较中,人际关系能力学生自评分为(8.38±0.65),学生互评分为(8.12±0.86)分,差异具有统计学意义(P＜0.05)。问卷调查结果表明,100.0%(55/55)的学生对综合性实验考核方式表示非常满意和满意。结论 护理学专业(急救与重症监护方向)学生综合性实验不同评价方式存在差异,但是可以从多角度对学生进行评价,明确了自身努力的方向,有利于学生综合能力的发展。

Objective To identify the differences of various evaluation methods for comprehensive experimental assessment of nursing students (major field in emergency and intensive care). Methods Fifty-five nursing students (major in emergency and intensive care) from Binzhou Medical College, Grade 2015 were enrolled by cluster sampling, The students' self evaluation, mutual evaluation and teacher evaluation were used to evaluate,and the results were compared with Tukey's multiple comparisons by one-way ANOVA, and the satisfaction was evaluated. Results The total scores of students' self evaluation, students' mutual evaluation and teachers' evaluation were(77.13±3.16、 80.05±3.66、 78.36±2.56) respectively.There were statistically significant differences among the total score of the three evaluation methods (F=3.452,P<0.05).In the comparison of students' self evaluation and teachers' evaluation, students' self score of critical thinking ability was (12.33±1.19), teachers' score was (13.76±1.68); students' score of scientific research ability was (9.82±0.96) and teachers' score was (10.73±1.38); the differences were statistically significant (all P<0.05). In the comparison of students' mutual evaluation and teachers' evaluation, students' mutual score of critical thinking ability was (12.69±1.07), teachers' score was (13.76±1.68); students' score of scientific research ability was (9.78±1.08) and teachers' score was (10.73±1.38); the differences were statistically significant (all P<0.05). In the comparison of students' self evaluation and mutual evaluation, students' self evaluation of interpersonal relationship ability was (8.38±0.65) and students' mutual evaluation was (8.12±0.86). The difference was statistically significant (P<0.05). The results of satisfaction questionnaire showed that 100%(55/55) students were very satisfied with the comprehensive experimental. Conclusions There are differences in different evaluation methods of comprehensive experiment for nursing students (major field in emergency and intensive care), but students can be evaluated from different angles, and make clear the direction of their efforts,which is in favor of the overall development of students.