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护理学报 ›› 2021, Vol. 28 ›› Issue (12): 1-5.doi: 10.16460/j.issn1008-9969.2021.12.001

• 护理教育 •    下一篇

核心素养视域下助产学本科课程的设置探索

翟巾帼1, 胡晓琪1, 张宏玉2, 钟梅3, 张立力1   

  1. 1.南方医科大学 护理学院,广东 广州 510515;
    2.海南医学院 护理学院,海南 海口 570216;
    3.南方医科大学 南方医院,广东 广州 510515
  • 收稿日期:2020-11-10 出版日期:2021-06-25 发布日期:2021-07-06
  • 通讯作者: 张立力（1967-）,女,辽宁锦州人,博士,教授,博士研究生导师,院长。Email：632027230@qq.com
  • 作者简介:翟巾帼（1982-）,女,河南洛阳人,助产学博士,副教授/副主任护师,助产系负责人。
  • 基金资助:
    国家教育部人文社会科学研究规划基金项目（18YJC880117）; 广东省研究生教育创新计划项目（2019JGXM24）（2019SFKC12）; 广东省质量工程-高等教育教学改革项目（20191206）

Course Optimization for Midwifery Undergraduates from Perspective of Core Literacy

ZHAI Jing-guo1, HU Xiao-qi1, ZHANG Hong-yu2, ZHONG Mei3, ZHANG Li-li1   

  1. 1. School of Nursing, Southern Medical University, Guangzhou 510515,China;
    2. School of Nursing, Hainan Medical University, Haikou 570216,China;
    3. Nanfang Hospital, Southern Medical University, Guangzhou 510515,China
  • Received:2020-11-10 Online:2021-06-25 Published:2021-07-06

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摘要： 目的 调查助产专家及助产毕业生对助产学作为核心专业课程的评价,为助产本科培养方案制定提供依据。方法 采用Deiphi法设计调查问卷,对60名助产专家和282名助产毕业生进行助产学课程的理论课和实验课的授课内容占比、授课方法、考核形式等方面进行调查。结果 在助产学课程授课内容中,助产毕业生和助产专家均认为重要性排名前3位理论课程分别为新生儿护理与复苏、产前检查与母婴监护和产时护理;助产毕业生认为重要性排名前3位理论授课方式依次为课堂学习、线上授课和小组讨论,而助产专家则倾向于线上授课、小组讨论和课堂学习;在实验授课内容中,助产毕业生认为重要性排名前5位的实验课程为会阴切开缝合技术、四步触诊和胎心监护、软产道检查术、新生儿复苏技术及接产技术;在实验课授课方式中,助产毕业生认为医院见习最为重要,而助产专家认为模型演示最为重要;在考核方式中,助产毕业生和助产专家均认为重要性排名前3位的为实操演练、试卷考核和个案护理;在助产核心素养内容评价方面,助产毕业生和助产专家均认为分娩期保健能力最为重要。结论 基于助产士核心素养视域下,助产学本科课程理论课授课内容需重视对助产核心技术知识点的强化;实验课授课内容应根据临床和教学的需求采取模拟演示等多种教学方法;课程考核应重视助产本科生综合素质的考核,尤其是分娩期保健能力的培养。

关键词: 核心素养, 助产教育, 本科生, 课程设置

Abstract: Objective To understand the evaluation from midwifery experts and midwifery graduates on Midwifery as a core professional curriculum, and provide reference for training programs for midwifery undergraduates. Methods With Deiphi method, a questionnaire was designed and 60 midwifery experts and 282 midwifery graduates were surveyed in terms of the proportion of teaching content, teaching methods, and assessment methods of the theoretical and experimental part of the course of Midwifery. Results In teaching content of the course, both graduates and midwifery experts believed that the top 3 most important sections were neonatal care and resuscitation, prenatal examination and maternal and infant monitoring, and intrapartum care. Graduates believed that the top 3 most important theoretical teaching methods were classroom learning, online teaching and group discussion, while for midwifery experts, the top three were teach online teaching, group discussions and classroom learning. As to experimental teaching content, graduates considered the top 5 most important experimental parts were perineal incision and suture technique, four-step palpation and fetal heart monitoring, soft birth canal examination, neonatal resuscitation technique and delivery technique. Graduates believed that hospital internship was the most important experimental teaching method, while experts regarded it was model presentation. Graduates and midwifery experts all believed that the top three assessment methods were practical exercise, examination paper assessment and case nursing. In terms of the evaluation of the core competence of midwifery, graduates and midwifery experts agreed that health care ability during childbirth was the most important. Conclusion From the perspective of core literacy, core technical knowledge of Midwifery should be emphasized and various teaching methods, such as simulation demonstrations are necessary for clinical and teaching needs. The assessment of comprehensive abilities, especially the cultivation of health care ability during childbirth is significant for midwifery undergraduates.

Key words: core literacy, midwifery education, undergraduate, curriculum

中图分类号: 

  • G423.02
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