摘要
目的 观察分析基于过程性评价的妇产科护理临床实践教学方法的改革实施效果和应用价值。方法采用回顾性研究方法，选择院内的60名妇产科护理临床学生（样本纳入名数：60名；样本纳入时间：2023年5月至2024年5月），以随机摸球为基础分组方式，分为对照、实验两个小组，观察名数高度一致。分别实施常规护理教学方法，基于过程性评价的妇产科护理临床实践教学方法。收集分析护理效果。结果 与对照组（常规护理教学方法）相比，实验组（基于过程性评价的妇产科护理临床实践教学方法）护理学生教学后的考核成绩更高，护理学生过程评价成绩更高，护理学生教学满意度评分更高，差异具有统计学意义（P＜0.05）。结论 基于过程性评价的妇产科护理临床实践教学方法可以有效促进妇产科护理学生提升考核成绩，改善过程评价成绩，提高教学满意度，有较高应用价值。
关键词： 过程性评价；妇产科；护理临床；教学方法
Abstract
Objective Observation and analysis of the reform implementation effect and application value of clinical practice teaching methods for obstetrics and gynecology nursing based on process evaluation. Methods A retrospective study was conducted to select 60 clinical interns in obstetrics and gynecology nursing in the hospital (sample included: 60; sample included time: May 2023 to May 2024). They were randomly divided into two groups based on ball touching, control group and experimental group, with highly consistent observation numbers. Implement conventional nursing teaching methods and clinical practice teaching methods for obstetrics and gynecology nursing based on process evaluation. Collect and analyze nursing outcomes. Results Compared with the control group (conventional nursing teaching method), the experimental group (obstetrics and gynecology nursing clinical practice teaching method based on process evaluation) had higher assessment scores, higher process evaluation scores, and higher teaching satisfaction scores for nursing interns after teaching, and the difference was statistically significant (P<0.05). Conclusion The clinical practice teaching method of obstetrics and gynecology nursing based on process evaluation can effectively promote the improvement of assessment scores, process evaluation scores, and teaching satisfaction of obstetrics and gynecology nursing interns, and has high application value.
Key words： Process evaluation; Obstetrics and Gynecology Department; Nursing clinical practice; Teaching method
参考文献 References
[1] 李建荣,温慧敏,刘启仓.过程性评价在内科护理学理论授课中的应用[J].卫生职业教育,2024,42(1):63-66.
[2] 李艳君,黄德生,崔满华,等.基于全过程评价的混合式一流课程妇产科学教学实践及效果分析[J].中国高等医学教育,2024(6):5-6.
[3] 黎丽莎,罗琳雪,陈丽芬,等.新医科背景下基于校院合作的妇产科护理学混合式教学模式学生学习体验的质性研究[J].临床医学研究与实践,2024,9(13):182-186.
[4] 龙宇航,谢丹,杨耀超.妇产科门诊手术模型与Mini-CEX联合形成性评价在本科教学的联合应用[J].中国高等医学教育,2024(1):93-95.
[5] 李庆容,周伦琴.形成性评价结合PBL教学法在眼科护理见习中的应用研究[J].中国继续医学教育,2024,16(14):83-87.
[6] 马佳佳,李妮,师媛,等.过程性评价联合CBL教学法在妇产科学临床教学中的应用研究[J].西部素质教育,2023,9(15):165-168.
[7] 罗琳雪,李雪静,黎丽莎,等.新医科背景下基于校院合作的妇产科护理学混合式教学模式的构建研究[J].临床医学研究与实践,2024,9(10):164-168.
[8] 李建荣,温慧敏,刘启仓.过程性评价在内科护理学理论授课中的应用[J].卫生职业教育,2024,42(1):63-66.
[9] 闵敏,刘莉,张红玲.PBL-RISE教学模式在妇产科护理课程思政中的应用研究[J].中国继续医学教育,2024,16(10):71-75.
[10] 邬君芳.基于过程性评价的妇产科护理教学方法的改革与实施效果分析[J].医学理论与实践,2024,37(5):891-893896.