在护理伦理学中模拟问题学习对护理学生的道德敏感性,同情心和批判性思维的影响:一项准实验性研究
Zhifei Qu1, Jingjing Sun2, Li Li3
1School of Nursing, Jilin University, Changchun, Jilin 130021, China.
Nurse education in practice
|September 3, 2024
概括
基于问题的学习 (SPBL) 模拟显著改善了护理学生.
科学领域:
- 护理教育 护理教育
- 医学伦理 医学伦理
- 教学教育学 在教学上
背景情况:
- 提高护理学生的伦理能力对于患者的护理和信任至关重要.
- 现有的护理伦理教育方法需要进一步评估其有效性.
- 在护理伦理学中,基于问题的学习 (SPBL) 和基于问题的学习 (PBL) 模拟的比较有效性尚未得到充分研究.
研究的目的:
- 为了比较SPBL与PBL对护理学生的道德敏感性,同理心和批判性思维的影响.
- 评估SPBL和PBL对护理学生考试成绩和对教学满意度的影响.
- 确定最有效的教学方法,以改善护理伦理教育.
主要方法:
- 采用了准实验性的,非等效的对照组测试前/测试后设计.
- 161名本科护理学生参加了比赛:SPBL组88名,PBL组73名.
- 评估包括前测试,后测试和满意度问卷,使用t测试和千平方测试进行分析.
主要成果:
- SPBL和PBL都显著改善了同理心和批判性思维.
- 与PBL相比,SPBL在道德敏感性,同情心和批判性思维方面表现出了显著的改善.
- 虽然这两种方法在教学满意度上都没有显著差异,但SPBL导致了更高的测试成绩.
结论:
- 基于问题的学习 (SPBL) 模拟提高了护理学生的道德能力和知识获取.
- 与传统的PBL相比,SPBL提供了一种更有效的护理伦理教育方法.
- 护士教育工作者应该采用SPBL来提高伦理培训的整体有效性.
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