摘要
目的:探讨过程性评价在护理本科生《儿科护理学》教学中的应用效果。方法:在《儿科护理学》本科教学中,将2010级和2011级护生共159人按年级分为对照组和观察组,对照组采用传统的终结性评价,观察组在传统终结性评价的基础上增加过程性评价,比较两组在情感态度、知识与技能、过程与方法上的差异。结果:观察组护生在理论课和实验课的学习中,情感态度、过程与方法方面表现均优于对照组,差异有统计学意义(P<0.05),但在理论课和实验课的学习中,知识与技能方面两组差异无统计学意义(P>0.05)。结论 :与传统评价方法相比,过程性评价有助于培养学生积极的情感态度,促进学生学习过程与方法的改进,但对提高知识与技能的掌握水平效果暂不明显。在教学评价中,应发挥各种评价方法的优势,培养高素质的全方位人才。
Objective： To explore the application effect of the process evaluation in pediatric nursing teaching for nursing undergraduates.Methods： In teaching of the pediatric nursing, 159 nursing undergraduates from 2010 to 2011 grade were selected and divided into testgroup and control group according to the grade. The control group used the traditional summative evaluation, the test group added theprocess evaluation based on the traditional summative evaluation. The differences of attitudes, knowledge and skills, process and methodsbetween 2 groups were compared. Results： The attitudes, process and methods both in theoretical course and experimental course in thetest group were better than the control group （P〈0.05）, but the difference of knowledge and skills between 2 groups was not statistically significant（/5〉0.05）.Conclusion：Comparedwiththetraditionalevaluationmethod,processingevaluationhelpstodevelopstudents5positiveattitudesandcontributetotheimprovementoflearningprocessandmethods,buttheeffectofimprovingthemasteryofknowledgeandskillsisnotyetclear.Inteachingevaluation,itisbettertotakeadvantageofavarietyofevaluationmethodsinordertotrainhigh-qualitytalent.
出处
《天津护理》
2016年第3期198-200,共3页
Tianjin Journal of Nursing
关键词
过程性评价
护生
教学
Process evaluation
Nursing undergraduate
Teaching
