引用本文:赵峰,张超,陈福东,李莹,王莹莹.基于高阶思维的目标导向结合学习任务表在手术室护理教学中的应用研究[J].中华医学教育探索杂志,2024,23(5):697-701
基于高阶思维的目标导向结合学习任务表在手术室护理教学中的应用研究
Application of the goal-oriented and task checklist-driven learning method based on higher-order thinking in operating room nursing teaching
DOI:10.3760/cma.j.cn116021-20231017-01717
中文关键词:  高阶思维  学习任务表  手术室  护理教学
英文关键词:Higher order thinking  Learning task checklist  Operating room  Nursing teaching
基金项目:吉林省卫生健康科技能力提升项目(2022GL014)
作者单位邮编
赵峰 吉林大学中日联谊医院手术室长春 130033 130033
张超 吉林大学中日联谊医院手术室长春 130033 130033
陈福东 吉林大学中日联谊医院手术室长春 130033 130033
李莹 吉林大学中日联谊医院手术室长春 130033 130033
王莹莹* 吉林大学中日联谊医院甲状腺外科长春 130033 130033
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中文摘要:
      目的 探讨基于高阶思维的目标导向结合学习任务表在手术室护理教学的应用效果。方法 本研究将2019年3月至2023年1月分配到吉林大学中日联谊医院手术室实习的护生240人作为研究对象,按进科先后顺序分为对照组和观察组,对照组采用传统教学,观察组采用基于高阶思维的目标导向结合学习任务表开展教学。实习结束后比较两组实习护生理论和操作技能考核成绩、教学综合反馈及护理质量考核评分。采用SPSS 22.0进行t检验和卡方检验。结果 观察组实习护生基础理论考核、手术专业护理考核、基础护理操作考核和手术室专业护理考核成绩分别为(92.69±7.90)分、(93.42±7.62)分、(92.05±7.41)分、(94.14±7.53)分,对照组实习护生分别为(85.63±7.71)分、(84.41±6.16)分、(83.86±7.53)分、(85.05±8.13)分,差异有统计学意义(P<0.001)。观察组实习护生教学综合反馈均明显优于对照组,差异有统计学意义(P<0.05)。观察组实习护生护理质量各维度评分和总分均高于对照组,差异有统计学意义(P<0.001)。结论 基于高阶思维的目标导向结合学习任务表应用于手术室护理教学中,可有效提高实习护生的专业核心能力和高阶临床思维能力,提高护理质量。
英文摘要:
      Objective To explore the application effect of the goal-oriented and task checklist-driven method based on higher-order thinking in operating room nursing teaching.Methods We assigned 240 nursing students who interned in the operating room of China-Japan Union Hospital of Jilin University from March 2019 to January 2023 were into control group and observation group according to the order of admission. The control group received traditional teaching, while the observation group received goal-oriented and task checklist-driven teaching based on higher-order thinking. At the end of the internship, the two groups were compared in terms of theory and skill assessment scores, comprehensive teaching feedback, and nursing quality assessment scores. SPSS 22.0 was used to perform the t-test and χ2 test.Results In the observation group, the scores of basic theory assessment, surgical nursing assessment, basic nursing skill assessment, and operating room nursing skill assessment were (92.69±7.90) points, (93.42±7.62) points, (92.05±7.41) points, and (94.14±7.53) points, respectively, while in the control group, the scores were (85.63±7.71) points, (84.41±6.16) points, (83.86±7.53) points, and (85.05±8.13) points, respectively, showing significant differences between the two groups (P<0.001). The observation group had significantly higher percentages of positive teaching feedback than the control group (P<0.05). The total score and the scores of individual domains of nursing quality were significantly higher in the observation group than in the control group (P<0.001).Conclusions The application of the goal-oriented and task checklist-driven learning model based on higher-order thinking in operating room nursing teaching can effectively enhance the core professional competencies and higher-order clinical thinking ability of student nurse interns, thereby improving nursing quality.
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