文献类型：期刊文献

中文题名：概念图联合PBL教学法对护理学专业本科生评判性思维能力的影响

英文题名：Effects of concept map combined with PBL teaching method on undergraduate nursing students’ critical thinking ability

作者：赵丽霞[1];张珺[1];李丹琳[1];杜娟[1];王波[1]

第一作者：赵丽霞

机构：[1]甘肃中医药大学护理学院

第一机构：甘肃中医药大学护理学院

年份：2019

卷号：36

期号：5

起止页码：89

中文期刊名：甘肃中医药大学学报

外文期刊名：Journal of Gansu University of Chinese Medicine

基金：甘肃中医药大学教学改革项目(998602151010);甘肃中医药大学首届“培英计划”教研立项课题(PYJH-2016-06)

语种：中文

中文关键词：概念图;以问题为基础的学习教学法;护理学专业;本科生;基础护理学;评判性思维倾向量表

外文关键词：concept map;problem-based learning teaching method;nursing speciality;undergraduate;funda-mentals of nursing;critical thinking disposition inventory-Chinese version

摘要：目的探讨概念图联合以问题为基础的学习(PBL)教学法对护理学专业本科生评判性思维能力的影响。方法采用抽签法将甘肃中医药大学护理学专业本科2个平行班分为试验组(68名)和对照组(65名)。对照组采用传统教学法,试验组在传统教学法的基础上采用概念图联合PBL教学法。1学年后统计试验组护生满意度,并比较2组评判性思维倾向量表(CTDI-CV)评分、课程理论和技能考核成绩。结果教学后,对照组开放思想、求知欲得分及总评分均明显升高,试验组7个维度得分及总评分均明显升高,与同组教学前比较差异有统计学意义(P<0.05),且试验组7个维度得分及总评分均高于对照组(P<0.05);试验组理论和技能考核成绩均明显高于对照组,2组比较差异有统计学意义(P<0.05);试验组75.00%以上的护生表示对概念图联合PBL教学法满意。结论概念图联合PBL教学法有助于学生理解并掌握所学基础护理学知识,提高学生的评判性思维能力,且学生满意度较高,值得进一步推广。
Objective To explore the effects of concept map combined with PBL teaching method on undergraduate nursing students’critical thinking ability.Methods Two parallel classes of undergraduate nursing students in Gansu University of Chinese Medicine were divided into experimental group with 68 members and control group with 65 members by using draw lots.The traditional teaching method was used in the control group,while the concept map combined with PBL teaching method was applied in the experimental group.After one academic year,statistics were kept about the satisfaction of nursing students in the experimental group,and critical thinking disposition inventory-Chinese version(CTDI-CV),scores of theory of curriculum and operative skills of the 2 groups were compared.Results After teaching,the scores of open-mindedness,inquisitiveness and total score of the control group all significantly increased,the seven dimensional scores and total score of the experimental group all significantly increased,and the difference was statistically significant compared with the same group before teaching(P<0.05),moreover,the seven dimensional scores and total score of the experimental group were higher than those of the control group(P<0.05).Scores of theory and operative skills of the experimental group were all significantly higher than those of the control group,and the difference between the two groups was statistically significant(P<0.05).More than 75.00%nursing students in the experimental group expressed satisfaction in concept map combined with PBL teaching method.Conclusion The concept map combined with PBL teaching method is helpful for students to comprehend and master the basic knowledge of nursing,and to improve their critical thinking ability with a high level of satisfaction,which is worthy of further promotion.