本文選題：護(hù)生 + 社交媒體�。� 參考：《昆明醫(yī)科大學(xué)》2017年碩士論文

【摘要】：[目的]探討如何將社交媒體應(yīng)用于臨床護(hù)理輔助教學(xué)中,實(shí)現(xiàn)在臨床護(hù)理教學(xué)模式引導(dǎo)下運(yùn)用社交媒體網(wǎng)絡(luò)微信平臺(tái)啟發(fā)護(hù)生臨床思維和提高評(píng)判性思維能力,建立具備互聯(lián)網(wǎng)特色的創(chuàng)新型臨床護(hù)理教學(xué)新模式,為臨床護(hù)理教學(xué)的革新和臨床護(hù)理教學(xué)質(zhì)量的提高提供參考和依據(jù)。[方法]建立微信社交媒體平臺(tái)。采取實(shí)驗(yàn)性干預(yù)研究,進(jìn)行整群抽樣的方法,選取2015年6月-2016年5月在我院實(shí)習(xí)的全體護(hù)生共134人為調(diào)查對(duì)象進(jìn)行分組,將實(shí)習(xí)生按進(jìn)入實(shí)習(xí)的時(shí)間順序進(jìn)行編號(hào),隨機(jī)將67名護(hù)生分為實(shí)驗(yàn)組,67名護(hù)生分為對(duì)照組。對(duì)照組:采用常規(guī)的臨床護(hù)理教學(xué)模式,此模式包括“崗前培訓(xùn)、一對(duì)一帶教和�？菩≈v課、護(hù)理病歷、教學(xué)查房”。研究組教學(xué)模式:在常規(guī)臨床護(hù)理教學(xué)模式的基礎(chǔ)上,采用微信平臺(tái)應(yīng)用于臨床護(hù)理教學(xué)相結(jié)合的實(shí)習(xí)方式,建立護(hù)生微信公眾平臺(tái),分為系統(tǒng)管理、資源共享、業(yè)務(wù)管理三大模塊。護(hù)理教研室專職管理員、科室?guī)Ы探處�、護(hù)生各自相對(duì)應(yīng)權(quán)限參與到平臺(tái)的維護(hù)管理。調(diào)查工具采用一般資料調(diào)查表和評(píng)判性思維能力測(cè)量表(CCTDI-CV)。于實(shí)習(xí)前期和后期分別對(duì)對(duì)照組和研究組護(hù)生進(jìn)行問(wèn)卷調(diào)查。采用SPSS17.0統(tǒng)計(jì)軟件對(duì)資料進(jìn)行統(tǒng)計(jì)學(xué)分析,統(tǒng)計(jì)方法包括描述性統(tǒng)計(jì)分析、兩獨(dú)立樣本t檢驗(yàn)、卡方檢驗(yàn)、和配對(duì)t檢驗(yàn),比較對(duì)照組護(hù)生和研究組護(hù)生實(shí)習(xí)前期和后期評(píng)判性思維能力。[結(jié)果]1.兩組護(hù)生中,對(duì)照組67人與研究組67人的一般情況比較,差異無(wú)統(tǒng)計(jì)學(xué)意義(P0.05)。2.兩組護(hù)生實(shí)習(xí)后期的評(píng)判性思維能力比較,研究組評(píng)判性思維總評(píng)分為(288.07±18.97)分,高于對(duì)照組(250.97±26.68)分,差異有統(tǒng)計(jì)學(xué)意義(P0.05);研究組7個(gè)維度得分高于對(duì)照組,除“分析能力、系統(tǒng)化能力”維度無(wú)統(tǒng)計(jì)學(xué)意義(P0.05),余各維度比較,差異具有顯著統(tǒng)計(jì)學(xué)意義。3.研究組護(hù)生實(shí)習(xí)后期評(píng)判性思維總評(píng)分為(278.67±25.33)分,高于實(shí)習(xí)前期(239.82± 11.63)分,差異具有統(tǒng)計(jì)學(xué)意義P0.05,實(shí)習(xí)后期評(píng)判性7個(gè)維度得分均高于實(shí)習(xí)前期,差異有統(tǒng)計(jì)學(xué)意義P0.05。[結(jié)論]1.目前我院護(hù)生的評(píng)判性思維能力總體表現(xiàn)為正性傾向,表明我省的高等護(hù)理教育在評(píng)判性思維能力的培養(yǎng)方面發(fā)揮了一定的作用“但是護(hù)生缺乏尋求真相、思想不開放、評(píng)判性思維的自信心不高、求知欲不強(qiáng)、認(rèn)知成熟度有待提高,顯現(xiàn)現(xiàn)有的臨床護(hù)理教育教學(xué)模式存在一定的弊端,對(duì)護(hù)生在這幾個(gè)方面的培養(yǎng)沒(méi)有起到一定的促進(jìn)輔助作用。2.社交媒體在臨床護(hù)理輔助教學(xué)中的開展,有利于提高研究組護(hù)生的評(píng)判性思維能力,研究組護(hù)生的評(píng)判性思維能力果優(yōu)于對(duì)照組護(hù)生。3.運(yùn)用微信平臺(tái)啟發(fā)護(hù)生臨床思維和提高評(píng)判性思維能力,使研究組護(hù)生實(shí)習(xí)后期在評(píng)判性思維中尋求真相、分析能力系統(tǒng)化能力、評(píng)判性思維自信心、求知欲、認(rèn)知成熟度均得到提高,實(shí)習(xí)后期的評(píng)判性思維能力達(dá)到正性能力,教實(shí)習(xí)前期有較大的提高。4.在護(hù)理臨床實(shí)踐教學(xué)中運(yùn)用社交媒體網(wǎng)絡(luò)平臺(tái)改革臨床護(hù)理教學(xué)模式,為護(hù)生評(píng)判性思維能力的培養(yǎng)起到積極的促進(jìn)作用;為護(hù)理臨床實(shí)習(xí)教學(xué)內(nèi)容、方法的改進(jìn)提供依據(jù),也為護(hù)理教育提供了一種新途徑和模式。
[Abstract]:[Objective] to explore how to apply social media to clinical nursing assistant teaching, and to realize the application of social media network WeChat platform under the guidance of clinical nursing teaching mode to enlighten the nursing students' clinical thinking and improve their critical thinking ability, and to establish a new and innovative new mode of clinical nursing teaching with the characteristics of the Internet for clinical nursing teaching. The improvement of the quality of new and clinical nursing teaching provides reference and basis. [method] establish the WeChat social media platform. Take the experimental intervention research, carry on the cluster sampling method, select the total of 134 students who are intern in our hospital in May -2016 in June 2015 to group the investigation object, and put the interns in the time sequence of entering the practice. 67 nursing students were divided into experimental group randomly and 67 nursing students were divided into control group. The control group was divided into control group. The normal clinical nursing teaching mode was used in the control group. The model included "pre job training, a pair of teaching and specialist small lectures, nursing records, teaching rounds". The teaching model of the research group was used on the basis of conventional clinical nursing teaching mode, using WeChat. The platform is applied to the practice of clinical nursing teaching, and the WeChat public platform of nursing students is established. It is divided into three modules: system management, resource sharing and business management. The nursing teaching and research department is a full-time administrator, the Department is taught by the Department, and the nursing students are involved in the maintenance and management of the platform. The survey tools use the general information questionnaire and evaluation. CCTDI-CV. In the early and late period of practice, a questionnaire survey was conducted between the control group and the study group. The statistical analysis was carried out by the SPSS17.0 statistical software. The statistical methods included descriptive statistical analysis, two independent sample t test, chi square test, and paired t test, compared with the control group and the study of the nursing students. In group]1. two nursing students, 67 in the two groups of the control group compared with the study group, the difference was not statistically significant (P0.05), the critical thinking ability of the late nursing students in group.2. two was compared, the total score of the study group was (288.07 + 18.97), higher than that of the control group (250.97 +). 26.68), the difference was statistically significant (P0.05); the score of 7 dimensions of the study group was higher than that of the control group. There was no statistical significance (P0.05) in the dimension of "analysis ability, systematization ability" (P0.05), and the difference had significant statistical significance. The total score of critical thinking in the post practice period of.3. study group was (278.67 + 25.33), higher than that in the early stage of practice ( 239.82 + 11.63), the difference was statistically significant P0.05, the score of 7 dimensions in the late practice was higher than that in the early stage of practice, and the difference was statistically significant P0.05.[conclusion]1. at present, the critical thinking ability of the nursing students in our hospital was generally positive, which showed that the higher nursing education in our province played a role in the cultivation of the critical thinking ability. There are certain functions "but the nursing students lack the truth, the thought is not open, the confidence of the critical thinking is not high, the desire for knowledge is not strong, the cognitive maturity needs to be improved, and the existing clinical nursing education teaching mode has some disadvantages. It has not played a certain auxiliary role in promoting the training of the nursing students in these aspects of.2. social interaction. The development of media in the auxiliary teaching of clinical nursing helps to improve the critical thinking ability of the nursing students in the study group. The result of the critical thinking ability of the study group is better than the control group.3. using WeChat platform to enlighten the nursing students' clinical thinking and improve the critical thinking ability, so that the late nursing students' internship in the study group is sought in the critical thinking. The truth, the ability to systematize the ability of analysis, the self confidence of critical thinking, the desire for knowledge, the maturity of cognition, and the positive ability of the critical thinking ability in the later period of the internship, there is a great improvement in.4. in the early stage of teaching practice to reform the clinical nursing teaching mode by using the social media network platform in the clinical practice teaching of nursing, and judge the nursing students for the nursing students. The cultivation of sexual thinking ability plays a positive role in promoting, providing a basis for improving the teaching content and methods of nursing clinical practice, and providing a new way and model for nursing education.
【學(xué)位授予單位】：昆明醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;R47-4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 郭秀靜;蔣旎潔;陳文靜;何道會(huì);;情境模擬教學(xué)對(duì)護(hù)理實(shí)習(xí)生評(píng)判性思維影響的研究[J];中華護(hù)理教育;2015年10期

2 張曉霞;丁淑貞;;網(wǎng)絡(luò)環(huán)境下基于問(wèn)題的教學(xué)法在手術(shù)室護(hù)理教學(xué)中的應(yīng)用[J];中華護(hù)理教育;2015年09期

3 張明娟;張超英;段宗明;宋安齊;朱參戰(zhàn);;新媒體的特點(diǎn)及其在醫(yī)學(xué)教育中應(yīng)用[J];中國(guó)醫(yī)藥導(dǎo)報(bào);2015年14期

4 高桂秀;孫連香;杭寶明;;微信平臺(tái)在護(hù)生評(píng)判性思維能力培養(yǎng)中的應(yīng)用[J];護(hù)理實(shí)踐與研究;2015年05期

5 朱婷婷;邵陽(yáng);趙強(qiáng);;微信公眾平臺(tái)輔助教學(xué)研究[J];中國(guó)醫(yī)學(xué)教育技術(shù);2014年06期

6 劉蘭春;鄧愛輝;劉芬;龔鳳祥;;實(shí)習(xí)護(hù)生個(gè)人知識(shí)管理和臨床實(shí)踐能力的相關(guān)性分析[J];中國(guó)實(shí)用護(hù)理雜志;2014年24期

7 潘一楠;;中英兩國(guó)護(hù)理實(shí)習(xí)生學(xué)習(xí)與管理平臺(tái)應(yīng)用現(xiàn)狀與啟示[J];紹興文理學(xué)院學(xué)報(bào)(自然科學(xué));2014年02期

8 俞海虹;程家娥;劉玲華;汪國(guó)珍;張陽(yáng)凡;王鏡茹;;以問(wèn)題為中心建立護(hù)生評(píng)判性思維模式的探索[J];山西職工醫(yī)學(xué)院學(xué)報(bào);2014年02期

9 孫惠華;王維;;手術(shù)室護(hù)士評(píng)判性思維能力現(xiàn)狀調(diào)查[J];中華護(hù)理教育;2014年04期

10 黃儉強(qiáng);陳琪爾;譚堅(jiān)鈴;鄭晶;李琨;趙娟娟;尤黎明;;網(wǎng)絡(luò)環(huán)境下以問(wèn)題為基礎(chǔ)的學(xué)習(xí)法實(shí)施過(guò)程的質(zhì)量管理研究[J];中華護(hù)理教育;2014年03期

相關(guān)碩士學(xué)位論文 前1條

1 王敏;“以問(wèn)題為基礎(chǔ)的學(xué)習(xí)”在基礎(chǔ)護(hù)理學(xué)教學(xué)中的應(yīng)用[D];青島大學(xué);2009年

，

本文編號(hào)：2044636