摘要
目的探讨形成性评价对中医院校实习护生自主学习能力及评判性思维能力的影响。方法选取2019年7月至12月江苏省常州市中医医院护理专业实习护生73名,采用随机数字表法将其分为对照组37名和实验组36名。两组均根据实习教学大纲开展相同的中医护理理论及护理技能实习,对照组采用终结性评价方法,实验组以周为时间节点,开展形成性评价考核。轮岗实习时间均为6个月。实习结束时,比较两组实习理论与操作考核成绩、自主学习能力、评判性思维能力。结果实验组理论、操作考核平均成绩高于对照组(P<0.05)。实习结束时,两组学习动机、自我管理能力、学习合作能力、信息素质评分及自主学习能力总分均高于同组实习前,且实验组高于对照组,差异有统计学意义(P<0.05)。实习结束时,两组寻求真相、开放思想、分析能力、系统化能力、自信心、求知欲、认知成熟度评分及评判性思维总分高于同组实习前,实验组寻求真相、分析能力、自信心、求知欲、认知成熟度、评判性思维总分高于对照组,差异有统计学意义(P<0.05)。结论形成性评价有助于促进实习护生自主学习能力与评判性思维能力的养成,提高实习效果。
Objective To explore the influence of formative evaluation on self-learning ability and critical thinking ability of nursing students in traditional Chinese medicine colleges and universities.Methods A total of 73 nursing students majoring in nursing from July to December 2019 in Changzhou Hospital of Traditional Chinese Medicine in Jiangsu Province were selected and divided into control group(37 students)and experimental group(36 students)by random number table method.The two groups carried out the same practice of traditional Chinese medicine nursing theory and nursing skills according to the practice teaching syllabus.The control group adopted the summative evaluation method,and the experimental group carried out formative evaluation on a weekly basis.The internship rotation duration was six months.At the end of the practice,the two groups were compared in theoretical and operational assessment results,independent learning ability,and critical thinking ability.Results The theoretical and operational assessment average results of experimental group was higher than that of control group(P<0.05).At the end of the internship,the scores of learning motivation,self-management ability,learning cooperation ability,information literacy,and the total score of independent learning ability of the two groups were higher than before,and the experimental group was higher than the control group,the differences were statistically significant(P<0.05).At the end of the practice,the scores of the truth seeking,open mind,analytical ability,systematic ability,self-confidence,desire for knowledge,cognitive maturity and the total scores of critical thinking of the two groups were higher than before the practice;the scores of truth seeking,analytical ability,self-confidence,desire for knowledge,cognitive maturity and the total scores of critical thinking in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion Formative evaluation can promote the cultivation of independent learning ability and critical thinking ability of nursing students and improve the effect of practice.
作者
郑瑶洁
张佩玲
邓好
倪美琴
ZHENG Yaojie;ZHANG Peiling;DENG Hao;NI Meiqin(Department of Rehabilitation,Changzhou Affiliated Hospital of Nanjing University of Chinese MedicineChangzhou Hospital of Traditional Chinese Medicine,Jiangsu Province,Changzhou,213000,China;Department of Nursing,Changzhou Affiliated Hospital of Nanjing University of Chinese MedicineChangzhou Hospital of Traditional Chinese Medicine,Jiangsu Province,Changzhou,213000,China;the First Department of Obstetrics,No.20 Ward,Changzhou Affiliated Hospital of Nanjing University of Chinese MedicineChangzhou Hospital of Traditional Chinese Medicine,Jiangsu Province,Changzhou,213000,China;Department of Geriatrics,Changzhou Affiliated Hospital of Nanjing University of Chinese MedicineChangzhou Hospital of Traditional Chinese Medicine,Jiangsu Province,Changzhou,213000,China)
出处
《中国医药导报》
CAS
2021年第31期91-95,共5页
China Medical Herald
基金
江苏高校“青蓝工程”护理学专业创新实践教学团队开放课题(NZYHLXPPQL2019-41)。
关键词
中医护生
实习带教
形成性评价
自主学习能力
评判性思维能力
Traditional Chinese medicine nursing students
Practice teaching
Formative evaluation
Autonomous learning ability
Critical thinking ability
作者简介
通讯作者:张佩玲。
