【摘要】 目的:探讨Sandwich(三明治教学法)与LBL(以授课为主教学法)相结合的教学法对护生临床护理能力的影响。方法:随机抽取60名2015年进入我院临床护理专业的学生,随机分为观察组(Sandwich+LBL法)及对照组(LBL法)各30名。教学结束后,采用闭卷考试、护理技能操作和无记名调查问卷,对两组进行教学效果的评估。结果:观察组学生在多项选择题、病例分析、护理技能及总成绩高于对照组(P<0.05);两组学生在单项选择题及简答题的成绩水平无统计学差异(P>0.05)。结论:在护理临床教学中,Sandwich+LBL教学法有助于提高学生的思考、分析、解决问题及实践动手能力。更多还原

【Abstract】 Objective: To evaluate the effects of Sandwich combined with Lecture-based learning(LBL) method in the study of clinical nursing teaching. Methods: 60 undergraduates who underwent clinical nursing teaching in 2015 were divided randomly in two groups:experimental group(Sandwich and LBL method, n=30), control group(LBL method, n=30). When the course ended, a test and a questionnaire survey were made. Results: There were statistical difference between the two groups in score of multiple-Choice questions, case analysis,nursing technical manipulation and total points(P<0.05), but no statistical difference in one-choice questions and short-answer questions(P >0.05). Most students thought that Sandwich and LBL method was more effective.Conclusion: Sandwich combined with LBL method helps to improve independent, enthusiasm and practicable ability of clinical nursing teaching.更多还原