不同年级护理本科生基于问题的学习法体验评价

摘要

目的 探讨不同年级护理本科学生对基于问题的学习法(PBL)体验的评价.方法 根据Dundee教育环境评估量表(Dundee Ready Education Enviroment Measure,DREEM)改良形成PBL学习体验量表,对3个年级的护理本科学生进行问卷调查.比较各年级学生的体验总分、维度得分和条目得分差异.结果 PBL学习体验总分分别为:四年级(136.67±20.26)分、三年级(150.56±22.65)分、二年级(138.66±22.67)分.除“PBL教师评价”外,三年级的学习体验总分和各维度得分均显著高于四年级和二年级(P＜0.01).结论 各年级学生的PBL学习体验评价总体较好；加强教学前方法引导,开展持续的PBL教学,扩充教师队伍,提高教师的引导质量有利于提升PBL的教学质量.%Objective To evaluate and compare the experience in problem-based learning (PBL) among baccalaureate nursing students in different grades. Method A PBL learning experience assessment scale was developed based on Dundee Ready Education Environment Measure (DREEM). Totally 229 baccalaureate nursing students in three grades were investigated. The total score,factor scores and item scores were calculated and compared among the three grades. Result The average total score of Grade Two students was 138.66±22.67,and 150.56±22.65 for Grade Three students and 136.67±20.26 for Grade Four students. The total score and four factor scores except for 'evaluation on tutor' of Grade Three students were significantly higher than those of students in the other two grades (P<0.01). Conclusion In general,the nursing students have positive learning experience in PBL. More attention and efforts should be paid to methodology introduction prior to PBL tutorials. Besides, continuous PBL tutorials and more highly-qualified tutors are necessary for high quality of PBL.