摘要
目的探讨PBL教学法对护理本科生信息意识的影响,为护理教育改革提供理论支持及实践经验。方法将2008级护生170人随机分为实验组(86人)和对照组(84人)。对照组进行传统课堂讲授式教学;实验组进行两个学期的PBL教学。以护理专业大学生信息意识量表及理论成绩评价效果。结果信息意识总分在分组因素与时间因素上交互作用显著。简单效应分析,对照组干预前、中、后测信息意识总得分比较,差异无统计学意义(均P>0.05),实验组干预前、中、后测信息意识总分比较,差异有统计学意义(均P<0.01);干预后实验组信息意识及各因子得分显著高于对照组(均P<0.01);实验组与对照组护生的理论考试成绩比较,差异无统计学意义(均P>0.05)。结论 PBL教学法有利于促进护理本科生信息意识的提高,且有持久的作用效果。
Objective To explore the effect of problem-based learning on information awareness of nursing undergraduates,and to provide empirical information for reform of nursing education.Methods Totally,170 nursing undergraduates of Grade 2008 were randomized into a control group（n=84） and an observation group（n=86）.The control group was given traditional teaching-oriented method,while the observation group was applied problem-based learning for two semesters.The Information Consciousness of Nursing Student Scale and theory examination were used to evaluate effect.Results The total score of information awareness showed significant interaction between group and time factor.The scores of information consciousness in the control group had no significant differences before,during and after intervention（P0.05 for all）;however,the scores of information consciousness in the observation group showed significant differences before,during and after intervention（P0.01 for all）.The total score of information consciousness and the factor scores in the observation group were significantly higher than those in the control group after intervention（P0.01 for all）.The results of theory examination had no significant difference between the two groups after intervention（P0.05 for all）.Conclusion Problem-based learning can be used to promote information awareness of nursing undergraduates,and the effect is persistent.
关键词
护生
本科
PBL教学法
信息意识
内科护理学
外科护理学
nursing students
undergraduates
problem-based learning
information awareness
medical nursing
surgical nursing
