摘要
目的旨在探讨护教协同迷你临床演练评估(the mini-clinical evaluation exercise,mini-CEX)教学模式在护理学基础本科教学中的应用效果。方法本研究采用类实验研究设计。于2022年2一12月,从桂林某医学院校2020级护理学本科二年级学生中选取2个班级111名护生为研究对象,按班级分为干预组(n=56)和对照组(n=55)。干预组护生采用护教协同mini-CEX教学模式,课程内容包括场景创建(10 min)、探究式学习(30 min)、病例报告(30 min)、场景模拟演练(40 min)及有效评估(10 min);对照组护生采用传统教学方法。采用课程成绩、高校课堂气氛评估量表(College Classroom Climate Assessment Scale,CCCA)和中文版护生核心能力量表(The Chinese version of the Competency Inventory for Nursing Students,CINS-CV)比较两组学生的教学效果,并为干预组护生设置开放式的问题,以探讨学生在学习中遇到的困难与挑战。结果课程结束后,干预组护生CINS-CV得分(208.36±23.25比190.60±28.83)和CCCA得分(106.95±14.48比99.55±14.60)均高于对照组(P<0.01);在课程成绩方面,干预组护生理论考试(83.01±4.27比79.75±5.45)和情景模拟考试(89.23±3.17比81.42±7.19)成绩均高于对照组(P<0.01)。开放式问题调查显示,干预组护生面临的困难和挑战主要体现在案例分析、小组合作、学习材料获取和教师指导等方面。结论在护理学基础课程中应用基于护教协同的mini-CEX教学模式,有助于培养护生的核心能力,构建积极的课堂氛围,提高教学质量。
Objectives:This study aimed to explore the effects of the mini-clinical evaluation exercise(mini-CEX)teaching model based on nurse-faculty collaboration in Fundamentals of Nursing course.Methods:A quasi-experimental design was conducted.A total of 111 nursing students of two parallel classes were recruited from a nursing college in Guilin,China from February to December 2022,and allocated to the intervention group(n?56)and control group(n?55).The intervention group received a mini-CEX teaching model based on nurse-faculty collaboration,the teaching-learning process included scenario creation(10 min),inquiry-based learning(30 min),case report(30 min),scenario simulation exercise(40 min),and effectiveness evaluation(10 min).While the control group received conventional teaching method.All students were invited to complete the College Classroom Climate Assessment Scale(CCCA)and the Chinese version of the Competency Inventory for Nursing Students(CINS-CV)before and after the intervention.Course achievement of students was evaluated.After the intervention,the intervention group was asked an open-ended question to explore the difficulties or challenges they had encountered.Results:After intervention,the CCCA score(208.36±23.25 vs.190.60±28.83),CINS-CV score(106.95±14.48 vs.99.55±14.60),the oretical exam score(83.01±4.27 vs.79.75±5.45),and scenario simulation exam score(89.23±3.17 vs.81.42±7.19)of intervention group were higher than those of the control group(P<0.01).The open-ended questionnaire survey revealed that the difficulties or challenges faced by the intervention group were mainly related to case analysis,group cooperation,learning material acquisition,and teacher guidance.Conclusion:Applying the mini-CEX teaching model based on nurse-faculty collaboration could cultivate nursing students’competency,build a positive classroom climate,and improve the course achievement of students.
作者
陈阳广
李小芒
赵嘉
李神美
戴云云
周子力
Yangguang Chen;Xiaomang Li;Jia Zhao;Shenmei Li;Yunyun Dai;Zili Zhou(Nursing College,Guilin Medical University,Guilin,China;Humanities and Management College,Guilin Medical University,Guilin,China)
基金
supported by the Education Department of Guangxi Zhuang Autonomous Region,China(Grant No.2021JGA274)。
关键词
基于能力的教育
迷你临床演练评估
护理教育
护教协同
Based competency education
Mini-clinical evaluation exercise
Nursing education
Nurse-faculty cooperation
作者简介
通信作者:周子力,E-mail:1173348008@qq.com。
