目的:构建护理本科生内科护理学PBL学习效果评价标准.方法:2010年6-12月,初步拟定内科护理学PBL学习效果评价标准,运用Delphi法对27名从事PBL研究的实践护理教育专家和医学教育专家进行咨询.结果:所选择的27位咨询专家的权威系数为0.77 ～ 0.99,专家群体权威系数值为0.89；两轮专家咨询,专家积极性系数均为100％;界定了各二级指标的最佳状态描述即指标内涵.结论:本研究构建出内科护理学PBL学习效果的评价标准,能够对学生进行知识、能力与态度的全面评价,为开展护理本科生PBL教学评价提供了依据.%Objective: To establish the effect evaluation criteria of Problem-Based Learning (PBL) in Medical Nursing for undergraduate nursing students. Methods: We consulted 27 PBL practical nursing experts and medical education experts using Delphi Methods and drew up the effect evaluation criteria of PBL in Medical Nursing from June to December in 2010. Results: Experts were chosen according to the established conditions. Authority coefficients of 27 experts were from 0.77 to 0.99 and the total authority coefficient was 0.89. The return rates of two rounds were both 100%. Index connotation was difined to describe the best condition of secondary indexes. Conclusions: This study established the effect evaluation criteria of PBL in Medical Nursing which could comprehensively evaluated students' knowledge, ability and attitude and provide the reference of PBL evaluation for undergraduate nursing stdudents.
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