pbl联合情景模拟教学法在小儿骨科临床护理教学中的应用

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1、授予单位代码10089学号或申请号16050中国图书分类号R473.72HebeiMedicalUniversity硕士学位论文学术学位PBL联合情景模拟教学法在小儿骨科临床护理教学中的应用研究生：杨柳青导师：王庆丰主任护师专业：护理学二级学院：河北医科大学第一医院2018年3月目录中文摘要·········································································································1英文摘要···············

2、··························································································3研究论文PBL联合情景模拟教学法在小儿骨科临床护理教学中的应用前言·········································································································6对象与方法····································

3、·························································8结果········································································································12附表·······································································································

4、·15讨论········································································································20结论········································································································25参考文献················································

5、················································25附录········································································································30综述PBL及情景模拟教学的应用进展····················································58致谢········································

6、········································································69个人简历········································································································70PBL联合情景模拟教学法在小儿骨科临床护理教学中的应用摘要目的：将PBL联合情景模拟教学法应用于小儿骨科临床护理实习学生的教学中，探讨小儿骨科护理教学实践的新方法。方法：采用

7、整群抽样法，将某三级甲等医院2016年6月1日~2017年3月1日在小儿骨科实习的57名护理学生作为对照组，接受传统教学法；2017年6月1日~2018年3月1日在小儿骨科实习的62名护理学生作为试验组，接受PBL联合情景模拟教学法。教学后对两组学生进行理论与技能考核；教学前后使用护理专业学生自主学习能力测评工具、医学生沟通技能态度量表（护生版）和中文版评判性思维能力测量表对两组学生进行测评，对考核和测评结果进行统计学分析。结果：1.理论与技能操作考核成绩：教学后，理论总成绩试验组84.00(76.00，87.00)与对照组80.00(

8、71.50，85.00)相比，差异有统计学意义（z=﹣2.111，P=0.035）；小儿骨科理论成绩试验组39.00(35.75，43.00)与对照组37.00(31.00，41.50)相比，差异有统计学意