PBL教學(xué)法在外科臨床的實(shí)施

論文編號:HL227 論文字?jǐn)?shù):9655,頁數(shù):18

論文題目：PBL教學(xué)法在外科臨床護(hù)理教學(xué)中的實(shí)施
摘　要
 目的：探討PBL教學(xué)模式的可行性和有效性。
 方法：2O07年1月～2008年7月進(jìn)入我院實(shí)習(xí)的護(hù)理專業(yè)大專生70名，全部為女生，年齡2o一22歲，平均(21±1)歲。學(xué)制3年，均為高中畢業(yè)入學(xué)。在我院頭頸外科實(shí)習(xí)時間為8周。將20O7年1～9月在本科室實(shí)習(xí)的護(hù)理大專生設(shè)為對照組，共38名。2O07年10月一2O08年7月在本科室實(shí)習(xí)的護(hù)理大專生設(shè)為觀察組，共32名。兩組在年齡、實(shí)習(xí)時間等方面比較無顯著性差異，(P<0.05)，具有可比性。將護(hù)理專業(yè)大專生分為觀察組和對照組，對照組采用傳統(tǒng)教學(xué)法教學(xué)，觀察組采用PBL教學(xué)模式教學(xué)。通過帶教老師對護(hù)生臨床護(hù)理能力考評、病人對護(hù)生實(shí)習(xí)期間護(hù)理工作評價(jià)、兩組護(hù)生所管病人自我護(hù)理能力三個指標(biāo)及觀察組護(hù)生對PBL教學(xué)效果的評價(jià)來比較PBL教學(xué)法與傳統(tǒng)教學(xué)方法的教學(xué)效果。
 結(jié)果：觀察組護(hù)生在教師評價(jià)及病人評價(jià)兩方面得分均高于對照組；觀察組護(hù)生所管病人自我護(hù)理能力明顯提高，差異有統(tǒng)計(jì)學(xué)意義(P<0．05)；觀察組護(hù)生對PBL教學(xué)方式普遍贊同。
 結(jié)論：PBL教學(xué)模式在頭頸外科臨床帶教中的應(yīng)用是有效的，該教學(xué)模式有助于提高護(hù)理專業(yè)大專生的臨床護(hù)理能力。
 
 關(guān) 鍵 詞: PBL教學(xué)模式；臨床帶教；能力
 論文類型：研究報(bào)告
 
Title: PBL teaching method in clinical surgery of the implementation of the
ABSTRACT
Objectives:
 PBL teaching mode to explore the feasibility and effectiveness of the．
Methods:
 2O07-year in January ~ July 2008 into my internship and the Nursing college students 70, all for the girls, aged 2o a 22-year-old, with an average (21 ± 1) years of age. 3 yrs, both graduated from high school enrollment. Head and Neck Surgery in our hospital practice time for 8 weeks. Be 20O7 1 ~ 9 month internship undergraduate nursing students room set to the control group, a total of 38. 2O07-year in October a 2O08-year internship in July at the undergraduate room set to the observation group of nursing students, a total of 32. The two groups in age, internship hours, and so no significant difference, (P &lt;0.o5), comparable. Nursing college students will be divided into two groups and the control group and the control group using traditional methods of teaching, observation group were treated with PBL teaching mode of teaching. Teachers through the teaching of nursing students with clinical nursing competency assessment, patient care of nursing students during the evaluation, two groups of nursing students in the possession of self-care ability of patients three indicators and the observation group PBL teaching nursing students to compare the effect of the evaluation of PBL teaching method with the traditional teaching methods of teaching effectiveness.
Results:
 Observer Group of nursing students in teacher evaluation and patient assessment scores were higher than 2; Observer Group of nursing students in the possession of self-care ability of patients significantly improved, the difference was statistically significant (P <0.05); Observer Group of nursing students on the PBL teaching methods with general approval.
Conclusions:
 PBL teaching mode in Head and Neck Surgery in the application of clinical teaching is effective, the teaching pattern help to improve the clinical care nursing capacity of college students.

KEY WORDS：PBL teaching mode; clinical teaching; capacity
TYPE OF THESIS: Research report
 
 
目  錄
1 緒論 1
1.1 背景及意義 1
1.2目的 2
3關(guān)鍵詞及定義 2
1.4 文獻(xiàn)回顧 2
2 研究設(shè)計(jì) 5
2.1研究設(shè)計(jì) 5
2.2研究對象 5
2.3研究工具 5
2.4研究步驟 5
2.5統(tǒng)計(jì)分析 6
3 研究結(jié)果 7
4 討論 8
4.1 PBL教學(xué)和傳統(tǒng)教學(xué)護(hù)生臨床護(hù)理能力的比較 8
4.2 整體護(hù)理始終貫穿于護(hù)生發(fā)現(xiàn)問題、分析問題、解決問題的過程中 8
4.3 病人對護(hù)生的評價(jià)能反映其需求，更加符合現(xiàn)代醫(yī)學(xué)模式對護(hù)理工作提出的要求 8
4.4 提高了帶教老師的素質(zhì)和教學(xué)水平 8
4.5 專科護(hù)理技能水平已經(jīng)超出護(hù)理專業(yè)大專生培養(yǎng)目標(biāo)，達(dá)到了本 8
科生的培養(yǎng)要求 9
4.6 病人自理能力明顯提高 9
5 推論及建議 10
5.1結(jié)論 10
5.2建議 10
5.3本研究局限性及展望 10
致    謝 11
參考文獻(xiàn) 12