引用本文:杨金花,潘雯,赵秋菊,路伟.认知冲突理论联合知识内化教学策略在提高内科实习护生核心能力中的作用研究[J].中华医学教育探索杂志,2023,22(10):1574-1577
认知冲突理论联合知识内化教学策略在提高内科实习护生核心能力中的作用研究
Research on the role of the cognitive conflict theory combined with knowledge internalization teaching strategy in improving the core competence of nursing interns in the department of internal medicine
DOI:10.3760/cma.j.cn116021-20220710-01466
中文关键词:  实习护生  认知冲突理论  知识内化教学策略  核心护理能力  考核成绩  投入程度
英文关键词:Nursing intern  Cognitive conflict theory  Knowledge internalization teaching strategy  Core nursing competence  Assessment result  Engagement
基金项目:陕西省重点研发计划项目(2021SF-162)
作者单位邮编
杨金花 空军军医大学第一附属医院(西京医院)消化急诊科西安 710032 710032
潘雯 空军军医大学第一附属医院(西京医院)消化急诊科西安 710032 710032
赵秋菊 空军军医大学第一附属医院(西京医院)消化急诊科西安 710032 710032
路伟* 空军军医大学第一附属医院(西京医院)消化急诊科西安 710032 710032
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中文摘要:
      目的 探究认知冲突理论联合知识内化教学策略对提高内科实习护生核心能力的作用。方法 随机选取于我科实习的100名护生,根据教学方法不同分为对照组(传统带教)和研究组(认知冲突理论联合知识内化教学策略)。带教1个月后,比较两组护生综合能力、学习投入程度、考核成绩。采用SPSS 26.0进行t检验、卡方检验或秩和检验。结果 研究组教学质量评分[(18.38±0.71) vs. (17.95±0.84)]、教学满意度均明显高于对照组(P<0.05);研究组实习护生综合能力、核心能力评分、学习投入程度各项评分均明显高于对照组(P<0.05);研究组实习护生理论成绩、技能操作成绩均明显高于对照组(P<0.05)。结论 认知冲突理论联合知识内化教学策略可有效提升护理带教质量,使实习护生学习投入程度得到有效提升,有助于提高实习护生综合能力及核心能力,使其可以更好地掌握临床护理专业知识,提高其对临床带教的满意度。
英文摘要:
      Objective To explore the role of the cognitive conflict theory combined with knowledge internalization teaching strategy in improving the core competence of nursing interns in the department of internal medicine.Methods A total of 100 nursing interns in our department were randomly selected and divided into control group (provided with traditional teaching) and study group (provided with the cognitive conflict theory combined with knowledge internalization teaching strategy) according to the teaching methods. After one month of teaching, two groups were compared for the comprehensive competence, learning engagement, and assessment results. The t-test, chi-square test, or rank sum test was performed using SPSS 26.0.Results The teaching quality score and degree of satisfaction with teaching in the study group were significantly higher than those in the control group [(18.38±0.71) vs. (17.95±0.84), P<0.05]; the comprehensive competence, core competence score, and learning engagement subitem scores in the study group were significantly higher than those in the control group (P<0.05); the theory score and skill score in the study group were significantly higher than those in the control group (P<0.05).Conclusion The cognitive conflict theory combined with knowledge internalization teaching strategy can effectively improve the quality of nursing teaching, effectively enhance the learning engagement of nursing interns, help improve the comprehensive competence and core competence of nursing interns, enable them to better acquire clinical nursing knowledge, and improve their satisfaction with clinical teaching.
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