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| 中文摘要: |
| 【】目的：探讨在乡村医生专科学历教育过程中,开展护理学教学最佳的方法；方法：将我院就读的乡村医生分为观察组和对照组两组。观察组学生对教学方法进行改革,如将各门护理学的知识内容化整为零,以临床医学作为教学的主线,根据临床医学的教学情况,插入相应护理学内容,使医学与护理学、各门护理学之间进行有机的组合。并采用TBL教学法进行授课,提高乡村医生学习的积极性和主动性；观察组学生采取传统的方法教学,即各门护理学课程采用LBL教学法独立开展；结果：经过为期1学期的教学改革试验,从乡村医生的学习感受和期末成绩两方面对教学结果进行比较,除“能够自觉按着教学进度进行学习”等几方面比较差异无统计学意义外,其余各项比较,差异均有统计学意义(P<0.05)；结论：根据乡村医生实际的学习需求,从组护理学的教学内容和调整教学时间,并采用TBL教学法进行教学改革,教学效果显著。 |
| 英文摘要: |
| Objective: To investigate the doctor in the process of rural vocational education, to carry out the best nursing teaching method; method: the school of rural doctors were divided into observation group and control group two groups. Students in the observation group on the reform of teaching methods, such as the door of nursing knowledge in clinical medical teaching as a break up the whole into parts, the main line, according to the teaching situation of clinical medicine, inserted into the corresponding nursing, medical and nursing to make a combination between the door machine, nursing. And the use of TBL teaching, improve the enthusiasm and initiative of rural doctors learning; students in the observation group adopt the traditional teaching method, namely the nursing courses independently with LBL teaching method; results: after the teaching reform for 1 semester test, comparing the results of teaching two aspects of rural medical students the study experience and final results, in addition to "consciously according to the progress of teaching learning and other aspects no significant difference, the rest of the comparison, the differences were statistically significant (P<0.05); conclusion: according to the actual needs of rural doctors to learn from the group, nursing teaching and adjust the teaching time, and using TBL the teaching method of teaching reform, teaching effect. |
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