哈尔斯特德和佩顿教学方法对客观绩效,自我调节学习和护理技能教育满意度的影响:一个随机对照试验
1ŞAHİN Merve, MSc Nursing, Goodmayes Hospital, London, United Kingdom.
Nurse education in practice
|February 1, 2026
概括
与哈尔斯特德方法相比,佩顿的四步方法显著提高了护理学生的尿导管技巧和满意度. 这项研究建议在护理教育中更广泛地采用佩顿的教学模式.
科学领域:
- 医学教育 医学教育
- 护理技能培训培训 护理技能培训
- 教学方法 教学方法
背景情况:
- 佩顿的四步方法是一种结构化的方法,用于在护理中获得复杂的技能.
- 虽然技术进步支持各种教学方法,但佩顿的方法实施需要进一步了解.
- 这项研究调查了佩顿的方法与传统方法在护理教育中的有效性.
研究的目的:
- 实验性地比较佩顿的四步教学方法与传统的哈尔斯特德教学方法的有效性.
- 评估对护理学生尿导管技巧和满意度的影响.
- 为优化护理技能教育提供证据.
主要方法:
- 进行了一项随机对照试验,进行了前后测试.
- 在土耳其,217名一年级护理学生参与了这项研究,分为干预 (佩顿方法) 和控制 (哈尔斯特德方法) 组.
- 收集的数据包括信息,满意度,前/后测试成绩和技能检查清单.
主要成果:
- 佩顿方法组的测试后得分 (77.7比65.2) 和技能检查清单平均值 (83.87比70.53) 显著提高.
- 干预组的学生满意度明显高于干预组的学生满意度 (6.35对5.23).
- 统计分析证实了两组之间技能表现的显著差异 (p < 0.05).
结论:
- 佩顿的四步教学方法对尿道导管技能的表现和学生满意度产生了卓越的积极影响.
- 这些发现强烈支持在护理教育课程中整合和扩大佩顿的教学模式的使用.
- 这项研究为提高护理实践技能培训提供了有价值的见解.
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