目的 将服务性实践教学引入老年护理学课程,探讨实施方案与效果.方法 在2011～2013级护理本科3年级304名学生中开展老年护理服务性实践教学课程改革,比较课程方案调整后,学生的理论考试成绩及对老年人的态度变化.结果 课程结束,3个年级理论考试成绩比较,差异有统计学意义(P＜0.01),且2013级学生成绩提高最明显;课程后不同年级学生对老年人的消极态度比较,差异有统计学意义(P＜0.05).结论 持续3年的老年护理服务性实践教学改革有助于提高学生学习效果,有益于转变学生对老年人的消极态度.但在实施中注意服务性实践教学活动方案的设计要兼顾课程目标和服务需求;服务性实践教学活动的具体实施要强调学校和社区紧密合作;服务性实践教学活动的效果保证依赖于教师和学生积极参与.%Objective To introduce service-learning in geriatric nursing course,and to explore its implementing scheme and effect.Methods Totally 304 grade 3 nursing undergraduates who enrolled in 2011-2013 were carried out the reform of service-learning in geriatric nursing course,the students' theory examination scores and their attitude towards the elderly were compared before and after adjustment of the curriculum scheme.Results When the course learning was over,there was significant differences in exam scores among the students enrolled in three different years (P＜0.01),and the exam score of the students enrolled in 2013 im proved more than the other students;the students' attitude toward the elderly before and after the course learning was significantly different except the negative attitude after the course (P＜0.05).Conclusion The reform of service-learning in geriatric nursing course is conducive to improve learning effect and change students' negative attitude towards the elderly.But the design of servicelearning activities needs to pay attention to curriculum objective and service requirements,the specific practice of service learning should stress the close cooperation between school and community,and the effect of service-earning relies on active participation of teachers and students.
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