构思-设计-实现-运作教学模式在《急危重症护理学》教学中的应用

摘要

Objective To explore the efficacy of application of conceive-design-implement-operate(CDIO) teaching model in teaching of Critical Care and Emergency Nursing. Methods 87 undergraduate students of nursing major from grade 2013 were randomly divided into experimental group (n=44) and control group. The control group (n=43) used the traditional teaching method, and the experimental group used CDIO teaching method. After the end of the course, examination and questionnaire survey and California Critical Thinking Disposition Inventory survey were carried out in both groups and all data were analyzed by statistical methods. SPSS 19.0 was applied for data analysis. Results (1) The theoretical score of experimental group was (83.5±3.2), with the skill score at (93.1±2.8);while the theoretical score of control group was (71.1±2.3), with the skill score at (86.1±2.7). The difference of two groups was statistically significant (t=25.500,P<0.001;t=13.168,P<0.001). (2) California Critical Thinking Disposition Inventory survey results showed the self-confidence, analytical skills, opening thinking, systematic ability were increased in experimental group compared with control group (P<0.05), and there were no significant difference in thirst for knowledge, searching for the truth, cognition degree between the experimental group and control group. (3) Teaching method satisfaction questionnaire showed higher students’satisfaction in experimental group compared with control group. Conclusions The CDIO teaching model can improve students’scores of theories and skills, and increase the teaching quality of critical care and emergency nursing.%目的：探讨构思-设计-实现-运作（conceive-design-implement-operate，CDIO）教学模式在《急危重症护理学》教学中的应用效果。方法选取某高校2013级护理学本科生87名，随机分为试验组（n=44）和对照组（n=43），试验组采用 CDIO 教学模式，对照组采用传统教学模式。课程结束后，对两组学生进行考试、自编满意度问卷及运用批判性思维倾向测试量表等进行评价及统计学分析。应用 SPSS 19.0软件分析数据。结果（1）课程结束后，试验组学生理论成绩为（83.5±3.2）分，技能成绩为（93.1±2.8）分；对照组学生理论成绩为（71.1±2.3）分，技能成绩为（86.1±2.7）分，两组比较差异有统计学意义（t=25.500，P<0.001；t=13.168，P<0.001）。（2）批判性思维倾向测试量表结果表明，与对照组比较，试验组自信心、分析能力、开放思维、系统化能力4个维度得分高，差异有统计学意义（P<0.05），求知欲、寻找真相、认知度3个维度差异无统计学意义。（3）教学工作满意度问卷调查显示，与对照组比较，试验组教学满意度高，但差异无统计学意义（χ2=0.059，P=0.809）。结论 CDIO教学模式可提高学生的学习成绩，在《急危重症护理学》教学改革中具有良好效果。