“双主”教学在《急救护理学》教学中的应用

摘要

Objective To explore the double center teaching model in the application of emergency nursing teaching effect. Methods 120 higher vocational nursing students were randomly divided into experimental group(60) and control group(60). The experimental group used the double-center teaching mode, while the control group used traditional teaching mode. At the end of the course, students of both groups were given theoretical examination and skills examination, and the experimental group students' self-evaluation was surveyed by questionnaire . The obtained data were statistically analyzed using SPSS 12.0 software, with the test scores represented by (x±s), questionnaire, investigation with percentage statistics and comparison between groups with t test. The difference was statistically significant ( P=0 . 034、0 . 016、0 . 000 ) . Results The experimental group's theory achievement , case analysis result and practical result were all higher than those of the control group, and the difference was statistically significant (P=0.034, 0.016, 0.000). 93.33% of nursing students thought that double main teaching effect was better; 88.33% of nursing students thought it could develop their ability to learn independently;86.67%of nursing students thought it could enhance the team cooperation spirit;85.00%of nursing students thought that it could improve the efficiency of first aid knowledge learning and first aid skills. Compared with t test between groups, the difference was statistically significant, (P<0.05 ). Conclusion The double-center teaching mode is an effective model to improve the effect of emergency nursing teaching, and it will provide the basis for other disciplines teaching reform.%目的：探讨“双主”教学在急救护理教学中的应用效果。方法选取2012级三年制高职护生120名为研究对象，随机分为实验组（60名）和对照组（60名），分别采用“双主”教学和传统教学。课程结束后2组学生均进行理论考试及实践技能考核，并对实验组护生的自我评价状况进行问卷调查。所得数据采用SPSS 12.0软件进行统计分析，考试成绩用（x±s）表示，问卷调查结果用百分率描述，组间比较用t检验，以P<0.05为差异有统计学意义。结果实验组的理论成绩、病例分析成绩及实践操作成绩均高于对照组，差异有统计学意义（P=0.034、0.016、0.000）。实验组56名（93.33%）护生认为“双主”教学效果较好；53名（88.33%）护生认为能够培养其自主学习能力；52名（86.67%）护生认为能够增强团队协作精神；51名（85.00%）护生认为能够提高急救知识学习效率及急救操作技能。结论“双主”教学可有效提高急救护理教学效果，本研究将为其他课程教学改革提供依据。