【作者】 罗先武；

【导师】 姜小鹰；

【作者基本信息】 福建医科大学 ， 护理学， 2007， 硕士

【摘要】 目的:(1)研制护理本科生临床能力评价量表,并对其心理学测量特征进行评定,为以问题为基础实验教学模式教学效果的评价提供测量工具之一。(2)在护理学基础实验教学中构建以问题为基础的教学模式。(3)采用综合评价的方法对以问题为基础实验教学模式的教学效果进行评价。方法:本研究共分为两部分。第一部分:护理本科生临床能力评价量表的研制。该部分分为三个阶段进行。第一阶段:采用文献回顾和专家咨询等方法确立量表的测量维度,并在此基础上建立量表的测试条目,然后通过小样本预试验和专家效度等方法对量表的测试条目进行初步筛选,形成预试量表。第二阶段:采用便利抽样的方法整群抽取5所护理本科院校中的314名护理本科生进行预试验,通过项目区分度、相关分析、克伦巴赫a系数、因子分析等方法对量表的测试条目进行再次筛选,形成正式量表。第三阶段:采用便利抽样的方法整群抽取5所护理本科院校中的331名护理本科生用正式量表对其进行测试,根据测试所获得的数据对量表的心理学测量特征进行评定。第二部分:护理学基础实验教学中以问题为基础教学模式的构建与应用效果评价。采用完全随机化分组的方法将99名护理本科生随机分为实验组和对照组,实验组在护理学基础实验教学中采用以问题为基础的教学模式,对照组仍采用传统的示教法。结果:(1)护理本科生临床能力评价量表由9个维度63个条目组成。量表总体的克伦巴赫a系数为0.9648,各维度的克伦巴赫a系数为0.7725～0.9219;量表的重测信度为0.872,内容效度比(CVI)为0.99;主成分分析共提取9个公因子,累积贡献率为58.02%;量表的平均完成时间为12.38±6.05分钟。(2)实验组护生操作技能考核成绩、与操作技能相关认知成分考核成绩均高于对照组,差异有统计学意义(P<0.05)。(3)实验组护生对以问题为基础实验教学模式的各项教学效果评价较好。(4)多元线性逐步回归显示实验组护生进入临床实习后临床能力得分与在校期间接受的实验教学方法成正相关。结论:(1)护理本科生临床能力评价量表具有较好的心理学测量特征,可初步应用于护理本科生临床能力的评价。(2)以问题为基础的实验教学模式有利于护生操作技能的掌握。(3)以问题为基础的实验教学模式可有效培养护生的综合能力,尤其是自主学习能力、合作能力、护理评估能力、评判性思维能力、人际沟通能力以及人性化护理能力等。(4)以问题为基础的实验教学模式为护理本科生临床能力的培养奠定了一定的基础。更多还原

【Abstract】 Objectives: (1) to develop the clinical competences assessment scale of undergraduate nursing students and explore it’s psychometric for use in problem-based learning model evaluation in the experimental teaching of fundamental nursing (2) to construct the problem-based learning model in the experimental teaching of fundamental nursing (3) to probe into the applying effect of Problem-based learning model that used in the experimental teaching of fundamental nursing in a systematical ways comparing with the traditional way.Methods: This study was divided into two parts.Ⅰ: the development of the clinical competences assessment scale of nursing undergraduate students. This part includes three stages. First of all: we formed the structure of the scale by reviewing literature and consulting experts and formed the item pool, and them revised the items by preliminary test with small sample and analysis of content validity; Secondly, the preliminary test was conducted with a stratified cluster sample of 314 undergraduate nursing students who come from 5 nursing schools. The items were revised by item discrimination、analysis of correlation、analysis of Cronbach’s alpha coefficient、factor analysis. The thirdly, the items were tested with a sample of 331 nursing undergraduate students that come form 5 nursing schools in order to determine the psychometric of the scale.Ⅱ: Construction and evaluation of Problem-based Learning model in experimental teaching of fundamental nursing.99 nursing students were divided into test group and control group randomly. Students of test group had their skills class of fundamental nursing via Problem-based learning model, while students of control group were taught in traditional way.Results:(1) The preliminary version of the scale consisted of 63 items related to 9 dimensions. Cronbach’s alpha coefficient for the overall scale was 0.9648, it was 0.7725~0.9219 for each dimension; the test-retest correlation coefficient for the overall scale was 0.872; the content validity index for the overall scale was 0.99; nine factors are extracted through factors analysis and they can explain 58.02% of the overall covariance. The average time that nursing undergraduate students finished the scale was 12.38±6.05min. (2)The scores of nursing skills、theoretical knowledge related to nursing skills in test group students were better than that of control group students. (3) The test group students thought highly of Problem-based learning model. (4) The linear stepwise regression analysis showed a statistically significant relationship between clinical competences of nursing undergraduate students and the teaching methods that used in the experimental teaching of fundamental nursing. Conclusions:(1) The results of this study implies that the scale of clinical competences of nursing undergraduate students is reliable、feasible and valid instrument to access nursing undergraduate students clinical competences.(2) Problem-based learning model used in the experimental teaching of fundamental nursing can improve the teaching effect (3) Problem-based learning model used in the nursing skills teaching of fundamental nursing can improve nursing students’abilities. especially self-learning ability、nursing assessment ability、critical thinking ability、interpersonal communication skills and the ability of humanity care.(4) Problem-based learning model used in the nursing skills teaching of fundamental nursing laid a solid foundation for the training of nursing students’clinical competences.更多还原