目的：探讨基于“评估—识别—干预—反思”循环模式的探究式教学法在儿科护理教学中的应用效果。方法从2013级护理专业中随机抽取2个班级，分别设为观察组、对照组。对照组采用理论讲授和病例讨论相结合的传统教学法，观察组采用探究式教学法，即教师分步设置患者病情，引导护生以评估—识别—干预—反思为途径自主探究，层层深入去发现、分析、解决问题，从而让护生掌握相应知识，提升临床实操技能的教学方法。并对2组护生进行课堂效果、能力提升2个方面的问卷调查和阶段测试。结果观察组在课堂气氛、提高注意力、激发学习兴趣、自主学习、独立思考、分析推理、知识运用于实践7个条目的评分优于对照组（P＜0.01），A3题型的成绩优于对照组。结论基于评估—识别—干预—反思循环模式的探究式教学法在儿科护理教学中的应用效果良好。%Objective To investigate the effect of inquiry teaching method based on the cycle mode of evaluation-identification-intervention-reflection in the teaching of Pediatric Nursing. Methods The study involved control class and experiment class. In control class, traditional theory teaching and clinical case analysis were applied. In experiment class, inquiry teaching method based on t the cycle mode of evaluation-identification-intervention-reflection was applied, After that, teaching effect and students ’ ability in two classes were assessed by two questionnaires and their grades in phase test were compared. Results Students in experimental group got higher scores than those in control group in terms of class atmosphere, class attention, learning motivation, self-learning, independent thinking, analytical reasoning and knowledge-to-practice application (P<0.01).The scores in the phase test in experiment class were higher than those in control class. Conclusion Inquiry teaching method based on the cycle mode of evaluation-identification-intervention-reflection has positive effect in Pediatric Nursing teaching which is worth to be popularized in nursing education.
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