基于研究性学习的《护理科研设计》教学改革和实践

目的 探讨以研究性学习为基础的《护理科研设计》教学改革效果.方法 2006年起在2003级114名护理本科生的《护理科研设计》教学中改革教学方法,以科学研究的基本步骤为主线设置授课进度,各研究小组在教师的指导下同步实施专题研究.课后进行成绩分析,将2003级期末考试成绩与按传统方法教学的2002级学生期末考试成绩进行对比分析.同时采用教师评价与学生自评相结合的方法对以研究性学习为基础的《护理科研设计》教学改革效果以研究小组为评价单位进行评价.结果 2002级学生成绩为（83.6±7.3）分,2003级学生的成绩为（92.0±6.7）分,经t检验,差异有统计学意义（P＜0.05）,改革后的学生期末考试成绩明显高于未进行课程改革的2002级学生.对2003级学生研究性学习实验成绩,教师评价优良率为94%,学生自我评价优良率为94%.结论 基于研究性学习的《护理科研设计》课程教学改革,在完成课程教学目标的基础上,提高了教学质量,可创造性地发展学生的科研能力.

Teaching Reform and Practice of Nursing Scientific Research Design Basing on Project-base Learning

Objective To explore the effect of teaching reform of Nursing Scientific Research Design basing on project-base learning. Methods From 2006, teaching reform methods of Nursing Scientific Research Design was applied among 114 nursing students of Grade 2003. The teaching process was based on scientific steps and all groups performed researches simultaneously under the guidance of the teacher. The scores were analyzed after class and the final exam scores of nursing students in Grade 2003 were compared with those of students in Grade 2002 who were applied conventional teaching methods. Meanwhile, each group was assessed about the effect of teaching reform of Nursing Scientific Research Design by combining teacher＇s evaluation and student＇s own evaluation. Results The scores of nurse students in Grade 2003 （92.0±6.7） were higher than those in Grade 2002 （83.6±7.3） significantly （P〈0.05）. Excellent rate of teacher＇s evaluation on them was 94% and that of their own evaluation rate was 94%. Conclusion On the basis of finishing teaching task, teaching reform of Nursing Scientific Research Design basing on project-base learning can improve teaching quality and develop student＇s scientific research ability innovatively.