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目的:观察角色扮演法在《精神科护理学》教学当中的效果。方法:以2014年9月至2015年12月在我校进行《精神科护理学》学习的300名专科护理学生作为本组教学研究的观察对象,采用平行随机抽样法将其分为对照班与观察班各150名,对照班按照教学大纲要求进行常规教学,观察班在常规教学的基础上开展角色扮演法,于学期末对比两班《精神科护理学》课程理论考核成绩与护理个案分析能力。结果:观察班的理论考核成绩为(85.34±7.86)分,护理个案分析能力得分为(91.33±5.75)分;对照班的理论考核成绩为(64.64±8.55)分,护理个案分析能力得分为(80.16±7.35)分;观察班均明显高于对照班,具有统计学意义,P<0.05。结论:通过在《精神科护理学》课程中开展角色扮演法可以明显提高学生的理论知识掌握水平,提高教学质量。
Objective: To observe the effect of the role-playing method in the teaching of psychiatric nursing. Methods: Three hundred college nursing students who studied in Psychological Nursing from September 2014 to December 2015 in our school were taken as observation objects in this group, and were divided into control group and parallel class by parallel random sampling method 150 in the observation class. The control class conducted routine teaching according to the teaching syllabus. The observation class carried out the role-playing method based on the regular teaching. Compared with the two classes at the end of the semester, the theory examination results and nursing case analysis ability of psychiatric nursing courses . Results: The score of theoretical examination in the observation class was (85.34 ± 7.86) points, the score of nursing case analysis was (91.33 ± 5.75) points, that of the control group was (64.64 ± 8.55) points, and the score of nursing case analysis was ( 80.16 ± 7.35) points; the observation class were significantly higher than the control class, with statistical significance, P <0.05. Conclusion: Through the role play method in psycho-nursing course, it can obviously improve students’ mastery of theoretical knowledge and improve teaching quality.