文献类型：期刊文献

中文题名：基于Kolb经验学习理论的实践教学对护理专硕研究生应急处理能力的影响

英文题名：Effect of practical teaching based on Kolb′s experiential learning theory on the emergency handling ability of nursing professional postgraduate students

作者：高娅妮[1];王秀锋[2];陈丽颖[1];王亚珍[1];谢雅静[1];王晓路[1];王亚莉[1]

第一作者：高娅妮

机构：[1]甘肃中医药大学护理学院,甘肃兰州730000;[2]中国人民解放军联勤保障部队第九四〇医院消化内科,甘肃兰州730050

第一机构：甘肃中医药大学护理学院

年份：2026

卷号：33

期号：8

起止页码：130

中文期刊名：中国当代医药

外文期刊名：China Modern Medicine

基金：甘肃中医药大学研究生教育教学研究与改革项目(312107030103);中国人民解放军联勤保障部队第九四〇医院院内课题(甘中医导师专项)(2023YXKY019)。

语种：中文

中文关键词：Kolb经验学习理论;专硕研究生;临床护理实践;应急处理能力;教学模式

外文关键词：Kolb's experiential learning theory;Professional postgraduate students;Clinical nursing practice;Emergency handling ability;Teaching model

摘要：目的探讨基于Kolb经验学习理论的实践教学对护理专硕研究生应急处理能力的影响。方法选取2022年3月至2024年12月于中国人民解放军联勤保障部队第九四〇医院进行临床护理实践学习的42名护理专硕研究生作为研究对象,按照随机数字表法分为观察组(21名)与对照组(21名)。观察组采用基于Kolb经验学习理论的实践教学模式(模拟应急场景→反思讨论→理论总结→主动实践),对照组接受传统教学方式。比较两组的应急处理能力、反思情况与满意度。结果在应急处理能力评估中,观察组在整体评价维度中的整体考核满意、考核形式合适、临床帮助程度得分高于对照组;观察组在病情判断、操作规范性、团队协作及人文关怀等维度得分均高于对照组,差异有统计学意义(P<0.05)。在反思日志量表的9个维度中,观察组在能力提升作用、表达准确程度、分析反思深度、问题描述准确、过程记录完整、日志质量水平及反馈及时有效反思日志的7个维度得分均高于对照组,差异有统计学意义(P<0.05);两组的回顾总结帮助和改进措施可行得分比较,差异无统计学意义(P>0.05)。观察组的教学参与感、能力提升认同感、理论知识掌握程度及整体满意度得分均高于对照组,差异有统计学意义(P<0.05)。结论基于Kolb经验学习理论的教学模式能够有效提升护理专业硕士研究生在临床应急情境中的综合处理能力与反思深度,具有良好的教学应用前景,值得在护理教育中进一步推广与应用。
Objective To explore the effect of practical teaching based on Kolb's experiential learning theory on the emergency handling ability of master's degree nursing students.Methods A total of 42 nursing professional postgraduate students who underwent clinical nursing practice learning in the 940th Hospital of Joint Support Forces of the People's Liberation Army of China from March 2022 to December 2024 were selected as the research objects,according to the random number table method,they were divided into the observation group(21 cases)and the control group(21 cases).The observation group adopted the practice teaching model based on Kolb's experiential learning theory(simulated emergency scene→reflection discussion→theoretical summary→active practice),while the control group received the traditional teaching method.The emergency handling ability,reflection and satisfaction were compared between the two groups.Results In the assessment of emergency treatment ability,the scores of overall assessment satisfaction,assessment form suitability and clinical help of the overall evaluation dimension in the observation group were higher than those in the control group,and the scores of disease judgment,operation standardiza tion,team cooperation and humanistic care in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).Among the 9 dimensions of the reflective log scale,the scores of the observation group were higher than those of the control group in the 7 dimensions,including ability improvement,accuracy of expression,depth of analysis and reflection,accuracy of problem description,integrity of process records,quality of log and timely and effective feedback,with statistically significant differences(P<0.05).There were no statistically significant differences in the scores of review and summary help and improvement measures between the two groups(P>0.05).The scores of teaching participation,recognition of ability improvement,mastery of theoretical knowledge and overall satisfaction of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).Conclusion The teaching model based on Kolb's experiential learning theory can effectively improve the comprehensive processing ability and reflection depth of nursing postgraduate students in clinical emergency situation,which has a good teaching application prospect and is worthy of further promotion and application in nursing education.