本文關(guān)鍵詞：中專護(hù)生對基礎(chǔ)醫(yī)學(xué)課教師綜合素質(zhì)的期望及與現(xiàn)實(shí)的差距，，由筆耕文化傳播整理發(fā)布。

 在分類學(xué)科中查詢

所有學(xué)科

醫(yī)學(xué)教育與醫(yī)學(xué)邊緣學(xué)科

職業(yè)教育

教育理論與教育管理

中等教育

圖書情報(bào)與數(shù)字圖書館

心理學(xué)

體育

醫(yī)藥衛(wèi)生方針政策與法律法規(guī)研究

管理學(xué)

technical secondary school

    Results It showed the junior college students' ability in interpersonal communication was significant higher than that of technical secondary school students (t=6.77, t=9.14, all P<0.001).

    結(jié)果大專學(xué)歷的護(hù)生人際溝通能力顯著高于中專學(xué)歷(t=6.77,t=9.14,P均<0.001);

短句來源

    Exploration of Reforn in Surgical Nursing Teaching of Technical Secondary School

    中專外科護(hù)理教學(xué)改革初探

短句來源

    Study Technical Secondary School Nurse of Nursing Resource of Culture Shock

    淺析中專護(hù)生文化休克的護(hù)理策略

短句來源

    The disparity on technical secondary school students' different expectations of overall quality among the basic medicine teachers

    中專護(hù)生對基礎(chǔ)醫(yī)學(xué)課教師綜合素質(zhì)的期望及與現(xiàn)實(shí)的差距

短句來源

    Methods Sixty-four students of nursing speciality in a technical secondary school were randomly divided into observation group and control group (n=32 each).

    方法隨機(jī)將護(hù)理專業(yè)中專班學(xué)生 6 4人分為觀察組和對照組各 32人。

短句來源

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查詢“technical secondary school”譯詞為用戶自定義的雙語例句
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  technical secondary school

From 1988 till 1993 she was attending the Technical Secondary School in ow, Poland.

Objective To improve the teaching quality of nursing experimental lesson.Methods Sixty-four students of nursing speciality in a technical secondary school were randomly divided into observation group and control group (n=32 each). The students in the control group were tought by routine teaching methods for the experimental lesson teaching, while those in the observation by Introduced ward-round type teaching method. Results The excellent rate of operating exam grades in the observation group was significantly...

Objective To improve the teaching quality of nursing experimental lesson.Methods Sixty-four students of nursing speciality in a technical secondary school were randomly divided into observation group and control group (n=32 each). The students in the control group were tought by routine teaching methods for the experimental lesson teaching, while those in the observation by Introduced ward-round type teaching method. Results The excellent rate of operating exam grades in the observation group was significantly higher than in the control group (P<0.05). Conclusion Ward-round type teaching methods can make the teaching process more lively and vivid. The students actively take part in the learning of the experimental lessons but not passively.

目的為提高護(hù)理實(shí)驗(yàn)課的教學(xué)質(zhì)量。方法隨機(jī)將護(hù)理專業(yè)中專班學(xué)生 6 4人分為觀察組和對照組各 32人。對照組采用常規(guī)教學(xué)法進(jìn)行實(shí)驗(yàn)課教學(xué) ,觀察組采用查房式導(dǎo)入法進(jìn)行實(shí)驗(yàn)課教學(xué)。結(jié)果觀察組操作考核成績優(yōu)良率明顯高于對照組 ,兩組比較 ,P <0 0 5 ,差異有顯著性意義。結(jié)論查房式導(dǎo)入法可使教學(xué)環(huán)節(jié)生動(dòng)、引人入勝 ;使學(xué)生由被動(dòng)接受知識(shí)型轉(zhuǎn)變?yōu)橹鲃?dòng)參與型 ;有利于培養(yǎng)高素質(zhì)、全面發(fā)展的優(yōu)秀護(hù)理人才。

Objective To study the relations between personality and educational background and the nurse student's ability in interpersonal communication. Methods 100 nurse students including 38 students in junior college and 62 students in technical secondary school were investigated by modified EPQ to identify the types of personality and the influence of personality and educational background on their abilities in interpersonal communication was analyzed and compared. Results It showed the junior college students'...

Objective To study the relations between personality and educational background and the nurse student's ability in interpersonal communication. Methods 100 nurse students including 38 students in junior college and 62 students in technical secondary school were investigated by modified EPQ to identify the types of personality and the influence of personality and educational background on their abilities in interpersonal communication was analyzed and compared. Results It showed the junior college students' ability in interpersonal communication was significant higher than that of technical secondary school students (t=6.77, t=9.14, all P<0.001). The students with introversive personality had the poorest ability in interpersonal communication, showing significant diffe-rences compared with those with extroversive or mixed personality (P<0.001), while the latter two kinds showed no significant difference (P>0.05). Conclusion The nurse students with higher level of education and with extroversive or mixed personality are more capable of performing interpersonal communication.

目的討論性格、學(xué)歷與護(hù)生人際溝通能力的關(guān)系。方法隨機(jī)抽取100名護(hù)生,大專護(hù)生38名,中專護(hù)生62名,采用艾森克簡式個(gè)性問卷對護(hù)生進(jìn)行性格類型測定,并分別按性格、學(xué)歷對護(hù)生人際溝通能力的影響進(jìn)行分析,比較。結(jié)果大專學(xué)歷的護(hù)生人際溝通能力顯著高于中專學(xué)歷(t=6.77,t=9.14,P均<0.001);性格內(nèi)向型的護(hù)生人際溝通能力最差,與性格中間型、外向型比較,有顯著性差異(P<0.001);而性格中間型與性格外向型比較無統(tǒng)計(jì)學(xué)意義(P>0.05)。結(jié)論學(xué)歷較高、性格外向型或性格中間型的護(hù)生人際溝通能力強(qiáng)。

In recent years Blog has become one of the most popular means of communication.Because of its easy operation,interactivity,timely resources release and sharability,it is used in education.This paper analyzes the role of Blog in pathology teaching at technical secondary schools.Problems arising from the application are also discussed to explore a new approach for improving the quality of pathology teaching.

博客是近年來備受網(wǎng)民青睞的一種網(wǎng)絡(luò)交流形式。因其操作簡單、交互性強(qiáng)、資源發(fā)布及時(shí)和可共享等特點(diǎn),被迅速的應(yīng)用于教育教學(xué)領(lǐng)域中。文章就博客在中專病理教學(xué)中的應(yīng)用進(jìn)行了探討,并就應(yīng)用中需要注意的問題進(jìn)行了分析,以期為提高病理教育教學(xué)質(zhì)量探索一條新的途徑。

  本文關(guān)鍵詞：中專護(hù)生對基礎(chǔ)醫(yī)學(xué)課教師綜合素質(zhì)的期望及與現(xiàn)實(shí)的差距，由筆耕文化傳播整理發(fā)布。