基于课程思政理念的多模式教学措施在护理带教中的应用_钱静.pdf

海南医学2023年7月第34卷第13期Hainan Med J,Jul.2023,Vol.34,No.13基于课程思政理念的多模式教学措施在护理带教中的应用钱静1，庞雅婷2，侯月丽31.空军军医大学第二附属医院肿瘤科，陕西西安710038；2.空军军医大学第一附属医院整形科，陕西西安710032；3.西安医学院第二附属医院耳鼻喉科，陕西西安710038【摘要】目的探讨基于课程思政理念的多模式教学措施在护理带教中的应用效果。方法回顾性分析2020年6月至2021年6月在空军军医大学第二附属医院护理部进行实习的500名本科护理专业学生的相关资料，按照教学方式的不同分为观察组267名和对照组233名。对照组护生给予常规的教学模式教学(包括学校及院内的理论授课和实操授课)，观察组护生在对照组基础上给予课程思政理念的多模式教学措施进行带教，两组护生均连续教学10个月。带教结束后的1周内比较两组护生的实训技能操作考试成绩、实训教学效果和软技能。结果观察组护生的操作技能70分的人数占比为4.12%，明显少于对照组的29.18%，具有批判性思维能力的人数占比为17.23%，明显多于对照组的6.01%，操作考核成绩为(83.396.65)分，明显高于对照组的(76.526.23)分，差异均有统计学意义(P0.05)；观察组护生对实训操作规范化、学习实训操作自主性、人文关怀意识、小组合作意识、沟通表达的能力、评判性思维的肯定评价人数占比明显高于对照组，差异均有统计学意义(P0.05)；观察组护生在沟通技巧、应用、换位思考、创新性、批判性思维、团队协作能力的技能水平得分明显高于对照组，差异均有统计学意义(P0.05)。结论基于课程思政理念的多模式教学措施在护理带教中的应用能有效提高护生的实训技能操作考试成绩、实训教学效果以及软技能。【关键词】课程思政理念；多模式教学措施；护理带教；应用效果【中图分类号】R47【文献标识码】A【文章编号】10036350（2023）13195204Application of multi-mode teaching measures based on curriculum ideological and political concepts in nursingteaching.QIAN Jing1,PANG Ya-ting2,HOU Yue-li3.1.Department of Oncology,the Second Affiliated Hospital of AirForce Military Medical University,Xian 710038,Shaanxi,CHINA;2.Department of Plastic Surgery,the First AffiliatedHospital of Air Force Military Medical University,Xian 710032,Shaanxi,CHINA;3.Department of Otolaryngology,theSecond Affiliated Hospital of Xian Medical College,Xian 710038,Shaanxi,CHINA【Abstract】ObjectiveTo explore the application effect of multi-mode teaching measures based on curriculumideological and political concepts in nursing teaching.MethodsThe relevant data of 500 undergraduate nursing stu-dents who practiced in the Department of Nursing in the Second Affiliated Hospital of Air Force Military Medical Univer-sity from June 2020 to June 2021 were retrospectively analyzed.According to different teaching methods,they were divid-ed into an observation group(n=267)and a control group(n=233).The nursing students in the control group were givenconventional teaching mode(including theoretical and practical teaching in schools and colleges),while the nursing stu-dents in the observation group were given multi-mode teaching measures of the ideological and political concepts of thecurriculum on the basis of the control group,for 10 consecutive months.Within one week after the teaching,the scores ofpractical skills operation test,practical teaching effect and soft skills of the nursing students were compared between thetwo groups.ResultsThe proportion of nursing students in the observation group whose operating skills70 points was4.12%,which was significantly lower than 29.18%in the control group;the proportion of nursing students with criticalthinking ability was 17.23%,which was significantly higher than 6.01%in the control group;the score of operation assess-ment was(83.396.65)points,which was significantly higher than(76.526.23)points in the control group;the differenc-es were statistically significant(P0.05).The proportions of positive evaluation of the standardization of training op-eration,the autonomy of learning and training operation,the consciousness of humanistic care,the consciousness of groupcooperation,the ability of communication and expression,and the critical thinking of the observation group were signifi-cantly higher than those in the control group,and the differences were statistically significant(P0.05)，具有可比性。本研究均在所有研究对象知情且同意的前提下进行，且经本院医学伦理委员会批准。1.2教学方法对照组护生给予常规的教学模式进行教学(包括学校及院内的理论授课和实操授课)，教学人员结合教学大纲制定实习计划，按照实习计划对学生进行教学，连续教学10个月。观察组护生在对照组基础上给予课程思政理念的多模式教学措施进行护理带教。具体方法：(1)既往教学反馈分析：对近3年来学生针对常规带教的反馈建议、学生实训考试成绩结果、临床带教老师的实习评价结果进行分析，对结果进行汇总。反馈所得到的问题主要包括学生的临床操作方法较为机械、对带教学习缺乏主动性。部分学生与病人缺乏沟通，部分学生不能与患者进行准确有效的交流。带教操作过程中学生未有效顾及病人的感受，缺乏人文关怀意识。学生难以运用专业知识对操作中所遇到的问题进行分析，缺乏解决问题的主动性思维。(2)教学目标的修订：修订实训教学目标，突出对学生职业能力、职业情感、职业价值的培养。培养护理专业学生“以人为本”的全新护理理念，以“促进患者健康为己任”的职业观；学生需要具有慎独和关爱生命的修养，同时具备良好的团队合作精神；学生在工作中能具有评判性思维的运用护理程序，提供能够满足患者身心需要的一个整体护理。(3)教学策略的制定：结合实训项目，导入典型病例，融入课程思政理念的多模式教学措施进行教学。课前老师提出问题，学生线上自主学习，自主对问题进行分析，提出自学中所发现的疑问。课中老师融入传统文化病例，线下学生分小组进行情景模拟，培养学生的配合协作能力，通过教学引导学生产生人文关怀意识，领悟职业职责，提高学生的沟通交流能力，老师进行示范沟通，通过故事教学法帮助学生感受到患者的情感。课后进行反思回顾，回顾护理的操作流程，反思护理操作中所存在的问题,对原因进行分析,找到改进的措施与相应的对策，帮助学生养成分析问题与解决问题的能力。每次40 min，每周1次，连续教学10个月。1.3观察指标与评价方法(1)实训技能操作考试成绩：比较两组护生的实训技能操作考试成绩，包括线上的过程性评价(占40%)和线下的结果性评价(占60%)。在完成带教后统一进行考核，成绩按照百分比进行计分。其中操作技能步骤(硬技能)指标65分，软技能指标包括素质指标、言语沟通、小组合作意识(20分)；反馈指标包括患者感受、教师感受、病例问题回答(15分)。(2)对实训教学效果的肯定评价：在完成带教后，通过我院自行编制的问卷调查表调查两组护生对实训教学效果的肯定评价。(3)护理软技能水平：选择金字塔模型软技能调查问卷6作为标准评价两组护生的护理软技能水平，从“极差”到“极强”分别为15分，采用Likert 5级评分法进行计分，分数越高表示学生的软技能越好。1.4统计学方法应用 SPSS20.00 统计软件进行数据分析。计量资料以均数标准差(x-s)表示，组间比较采用t检验，计数资料比较采用2检验。以P0.05为差异有统计学意义。2结果2.1两组护生的实训技能操作考试成绩比较观察组护生的操作技能70分的人数比例明显少于对照组，具有批判性思维能力的人数比例明显多于对照组，操作考核成绩明显高于对照组，差异均有统计学意义(P(P0.05).ConclusionThe application of multi-mode teaching measures based on the ideological and political conceptof the curriculum in nursing teaching has a significant effect,which can effectively improve the performance of practicalskills operation examination,practical teaching effect,and soft skills of nursing students,and is worthy of p