《护理伦理学》课程探究式教学改革探索∗

摘要

Objective:To probe the implement of inquiry -based teaching in nursing ethics. Method:105 nursing students attended the innovation of inquiry-based teaching for Nursing Ethics. Results:88. 5% nursing students satisfied with innovation of teaching;82 . 9% nursing studentsethics awareness was enhanced largely in understanding for nursing ethics;68 . 6% nursing students considered that their ability for ethical thinking has been enhanced largely;93 . 3% nurs-ing students thought that nursing ethics was important. Different inquiry methods for nursing students led to different level of analysis ability for ethic cases(P﹤0. 001). Conclusions:It's necessary to perform the innovation of inquiry-based teaching, promoting the student's activity, focus on learning process and enhancing the students comprehensive ability.%目的：探讨探究式教学在《护理伦理学》课程中的运用。方法抽取某校2012级、2013级护理本科生共105人参加《护理伦理学》课程探究式教学改革,采用自行设计的调查问卷,分别调查学生课程评价、课程参与等内容。结果对本课程教学改革,88.5%的护生表示满意；82.9%的护生认为护理伦理认识提高明显；68.6%的护生认为伦理思维能力提高明显；93.3%护生认为护理伦理学重要。不同探究方法对护生伦理案例分析能力提高不同(P<0.001)。结论开展《护理伦理学》探究式教学,实施不同探究方法,可提高学生学习积极性,培养学生分析和解决护理伦理问题的能力。