Application of TBL Combined with PBL in Cultivating of Scientific Research Ability of Undergraduate Nursing Students
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摘要:
目的 探索TBL结合PBL在本科实习护生科研能力培养中的应用效果。 方法 采取方便抽样法,选择2020年7月至2021年5月在昆明市某三甲医院实习的昆明医科大学护理学专业本科生为研究对象。根据随机数字表法分成试验组(n = 35)与对照组(n = 35)。试验组在常规临床实习安排的基础上进行TBL结合PBL的科研训练,对照组采用常规临床实习安排。比较2组护生干预前后的科研能力和创新效能以及干预后毕业论文得分。 结果 干预后,试验组护生科研能力总分及其他6个维度得分高于对照组,创新效能总分及各维度得分及毕业论文成绩均高于对照组,差异均有统计学意义(P < 0.05)。 结论 TBL结合PBL的科研训练能有效提高本科实习护生的科研能力和创新效能,可为护理教育者培养护生的科研和创新能力提供实践指导。 -
关键词:
- 以问题为导向的教学法 /
- 以团队为基础的教学法 /
- 科研能力 /
- 创新效能 /
- 护生 /
- 实习
Abstract:Objective To explore the application effect of TBL combined with PBL in the cultivation of scientific research ability of undergraduate nursing students. Methods Convenience sampling method was adopted to select nursing undergraduates from Kunming Medical University who had internship in a third-class hospital in Kunming City from July 2020 to May 2021 as the research objects. They were divided into experimental group (n = 35) and control group (n = 35) by random number table method. The experimental group received the scientific research training of TBL combined with PBL on the basis of routine clinical practice arrangement, the control group received routine clinical practice arrangement. The research ability and innovation efficiency of the two groups of nursing students before and after intervention and the score of the graduation thesis after intervention were compared. Results After intervention, the total score of scientific research ability and other 6 dimensions of nursing students in experimental group were higher than those in control group, and the total score of innovation efficiency, scores of each dimension and graduation thesis scores were higher than those in control group, with statistical significance (P < 0.05). Conclusion TBL combined with PBL can effectively improve the scientific research ability and innovation efficiency of undergraduate nursing students, and provide practical guidance for nursing educators to cultivate the scientific research and innovation ability of nursing students. -
Key words:
- PBL /
- TBL /
- Research ability /
- Innovation efficiency /
- Undergraduate nursing students /
- Nursing practice
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表 1 2组一般资料比较[(n)%,($ \bar x \pm s $)]
Table 1. Comparison of general data between the two groups [(n)%,($ \bar x \pm s $)]
类别 试验组(n = 35) 对照组(n = 35) 统计量 P 性别 0.971 0.324 男 7(20.0) 4(11.0) 女 28(80.0) 31(89.0) 年龄 21.67 ± 0.93 21.77 ± 1.03 −0.596 0.553 英语水平 1.024 0.599 大学英语四级 21(60.0) 20(57.1. 大学英语六级 0(0.0) 1(2.9) 其他,如医护英语考试 14(40.0) 14(40.0) 计算机水平 0.850 0.356 初级 30(85.7 27(77.1) 二级 5(14.3) 8(22.9) 居住地 2.386 0.122 城市 8(22.9. 14(40.0) 农村 27(77.1) 21(60.0) 是否是学生干部 0.094 0.759 是 6(17.1) 7(20.0) 否 29(82.9) 28(80.0) 表 2 2组护生的科研能力得分比较[($ \bar x \pm s $),分]
Table 2. Comparison of scores of scientific research ability [($ \bar x \pm s $),scores]
类别 试验组(n = 35) 对照组(n = 35) t P 问题发现能力 干预前 5.49 ± 2.02 5.77 ± 2.03 −0.590 0.557 干预后 7.8 ± 1.28 6.03 ± 1.01 6.421 < 0.001* t −5.727 −0.670 P < 0.001* 0.506 文献查阅能力 干预前 8.46 ± 3.89 8.97 ± 3.19 −0.604 0.548 干预后 13.06 ± 2.89 9.86 ± 1.72 5.632 < 0.001* t −5.615 −1.445 P < 0.001* 0.155 科研设计能力 干预前 6.91 ± 3.74 6.23 ± 3.22 0.822 0.414 干预后 11.34 ± 3.09 7.91 ± 1.34 6.031 < 0.001* t −5.399 −2.862 P < 0.001* 0.006* 科研实践能力 干预前 9.94 ± 4.51 10.23 ± 4.66 −0.261 0.795 干预后 14.06 ± 1.76 12.71 ± 2.73 2.445 0.017* t −5.025 −2.723 P < 0.001* 0.009* 资料处理能力 干预前 6.91 ± 4.5 6.89 ± 3.95 0.028 0.978 干预后 11.11 ± 3.16 7.8 ± 2.06 5.201 < 0.001* t −4.518 −1.214 P < 0.001* 0.230 论文写作能力 干预前 13.31 ± 7.25 13.51 ± 3.86 −0.144 0.886 干预后 16.29 ± 4.29 15.69 ± 2.15 0.739 0.463 t −2.086 −2.906 P 0.042* 0.005* 科研能力总分 干预前 51.03 ± 17.27 51.6 ± 13.27 −0.155 0.877 干预后 73.66 ± 9.45 60 ± 3.77 7.943 < 0.001* t −6.800 −3.602 P < 0.001* 0.001* *P < 0.05。 表 3 2组护生的创新效能得分比较[($ \bar x \pm s $),分]
Table 3. Comparison of innovation efficacy scores [($ \bar x \pm s $),scores]
类别 试验组(n = 35) 对照组(n = 35) t P 灵活性 干预前 19.74 ± 3.33 19.54 ± 2.65 0.278 0.782 干预后 22.74 ± 2.86 20.51 ± 2.27 3.610 0.001* t −4.043 −1.648 P < 0.001* 0.104 独创性 干预前 15.54 ± 2.72 15.71 ± 2.66 −0.267 0.791 干预后 18.34 ± 2.2 16.03 ± 2.35 4.262 < 0.001* t −4.744 −0.524 P < 0.001* 0.602 流畅性 干预前 13.37 ± 2.49 13.4 ± 1.88 −0.054 0.957 干预后 16.06 ± 2.44 13.83 ± 1.87 4.292 < 0.001* t −4.564 −0.956 P < 0.001* 0.343 敏感性 干预前 20.11 ± 3.96 20.17 ± 3.28 −0.066 0.948 干预后 23.49 ± 2.8 21.06 ± 2.14 4.075 < 0.001* t −4.111 −1.339 P < 0.001* 0.186 创新效能总分 干预前 68.77 ± 11.79 68.83 ± 8.45 −0.023 0.981 干预后 80.63 ± 8.14 71.43 ± 6.29 5.290 < 0.001* t −4.898 −1.460 P < 0.001* 0.149 *P < 0.05。 表 4 2组护生毕业论文得分比较[($ \bar x \pm s $)分]
Table 4. Comparison of graduation thesis scores [($ \bar x \pm s $)scores]
类别 毕业论文得分 t P 试验组(n = 35) 89.09 ± 2.03 16.487 < 0.001* 对照组(n = 35) 80.34 ± 2.39 *P < 0.05。 -
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