| 基金项目: |
|
| 摘要点击次数: 2802 |
| 全文下载次数: 896 |
| 中文摘要: |
| 目的 探讨护理专业本科生和教师在护理专业认证背景下对临床课程整合的认知状况。方法 参考中国医科大学教育研究中心翻译的教育环境评估量表（dundee ready education environment measure，DREEM），自制学生版和教师版护理临床课程整合调查表；包括教师/学生自评，实践教学环境，课堂收获与自主学习，学习态度与情感等主要项目。2017年5月至7月，向三个年级（2013级、2014级、2015级）的300名护理本科生，各分发100份学生版调查表（共300份），回收295份；同时，分别向30名护理临床带教教师和30名医学院护理专职教师，共发放教师版调查表60份，回收58份。使用SPSS 21.0对调查数据行t检验、方差分析和线性相关描述。结果 ①学生对“减少时间和精力浪费”“课程整合满意度”“减轻学习负担”条目的评分，高于其他条目。②护理临床带教教师对“实习学生适应度”“见习学生适应度”“实验课内容把握度”条目的评分，高于其他条目得分；而医学院专职教师评分处于前三位的条目是“实习学生适应度”“授课内容把握度”“授课内容信息量”。③不同年级学生的条目平均评分差异有统计学意义（F=6.648，P=0.002）；随就读年级升高，条目平均评分越高，且线性相关性较高（r=0.202，P=0.005）。④护理临床带教教师与医学院护理专职教师对课程整合的认知状况差异有统计学意义（P<0.05）。结论 在护理专业认证背景下，护理本科生在乎课程整合为自身带来的时间、精力和学习方面的减负，而护理教师更加注重临床课程整合实践教学的实施。 |
| 英文摘要: |
| Objective To explore the cognition of nursing undergraduates and teachers on the integration of clinical curriculums under the background of nursing professional certification. Methods With the Dundee Ready Education Environment Measure (DREEM) translated by the center for education and research of China Medical University as reference, two self-made questionnaires were used for evaluating the integrated nursing clinical curriculum (student and teacher Editions), which included self-evaluation of teachers or students, assessment of practice teaching environment, classroom harvest and self-learning, learning attitude and emotions etc. From May to July 2017, 300 questionnaires were given to300 nursing undergraduates from grades 2013, 2014, 2015 of, and 295 copies were returned. 60 questionnaires were given to 30 nursing teachers who gave clinical practice teaching and 30 medical nursing teachers wwo teach only, and 58 copies were collected. SPSS 21.0 software was used for t-test, difference analysis and linear correlation description. Results The results of the survey showed that ①the scores of the items of "save time and energy", "the satisfaction with curriculum integration" and "reduce learning burden" in the survey were higher than those of other items. ②The scores of "the students' adaptation degree", "interns' adaptation degree" and "the mastery of the content of experiment course" were higher than those of other items in the investigation of the clinical teaching teachers. The three items with top scores evaluated by professional nursing teachers who teach only in medical college and universities were "interns' adaptation degree", "the mastery of the teaching content" and “the amount of information of the teaching content". ③There were significant differences in the average scores of the items of students from different grade (F=6.648, P=0.002), with the increase of grade, the average score was higher with higher linear correlation (r=0.202, P=0.005). ④There was statistically significant difference in the cognition of clinical course integration of nursing teachers who gave clinical practice teaching and medical nursing teachers who teach only (P<0.05). Conclusion Based on the background of nursing professional certification, nursing undergraduates care about the reduction of time, energy and other learning-related factors brought by curriculum integration, while nursing teachers pay more attention to the application of clinical curriculum integration. |
|
查看全文 查看/发表评论 下载PDF阅读器 |
|
| 关闭 |
|
|
|
