以质量求发展，以服务铸品牌

护理学报 ›› 2021, Vol. 28 ›› Issue (17): 28-32.doi: 10.16460/j.issn1008-9969.2021.17.028

• 护理教育 • 上一篇    下一篇

跨专业协同宣教活动促进妇婴保健课程改革的研究

郭雯雯a, 汤之明a, 苏丽嬛b, 孟娜娜a, 温丰榕b   

  1. 肇庆医学高等专科学校 a.临床医学系; b.护理系,广东 肇庆 526040
  • 收稿日期:2021-02-04 发布日期:2021-10-12
  • 通讯作者: 汤之明（1963-）,男,湖南湘潭人,硕士,教授,主任医师。
  • 作者简介:郭雯雯（1985-）,女,河北秦皇岛人,硕士,讲师,主治医师。
  • 基金资助:
    2018年广东省高等职业教育教学质量与教学改革工程教育教学改革研究与实践项目（GDJG2019467）; 肇庆医学高等专科学校创新强校工程 2016-2020 年建设规划项目（3-114）

Effect of Transdisciplinary Teaching on Curriculum Reform of Maternal and Infant Health Care

GUO Wen-wena, TANG Zhi-minga, SU Li-huanb, MENG Na-naa, WEN Feng-rongb   

  1. a. Department of Clinical Medicine; b. Department of Nursing, Zhaoqing Medical College, Zhaoqing 526040, China
  • Received:2021-02-04 Published:2021-10-12

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摘要： 目的 探讨跨专业协同宣教活动在妇婴保健课程教学改革中的应用效果。方法 随机抽取三年制临床医学（妇幼）专业45 名学生和助产专业90 名学生作为观察组,其余的131 名学生作为对照组。观察组分为9 个跨专业协作小组,每组由5 名临床专业与10 名助产专业的学生组成,采用基于跨专业协同宣教活动的实践授课方式,小组成员自行分工合作完成课前的复习与预习任务,课中的宣教模拟和课后的宣教实践活动,对照组采用传统的教师示教、学生模仿的实践授课方式。比较2组学生的理论、技能、宣教和综合考评成绩,评价观察组学生在课程前后的跨专业合作学习准备情况,从学生和教师视角评价参与者对跨专业协同宣教活动背景下的妇婴保健课程教学改革方式的态度。结果 观察组学生的技能、宣教和综合成绩均高于对照组（P<0.05）;观察组学生在完成课程后的跨专业合作学习准备总分、团队认同和专业认同得分均高于授课前和对照组授课后（P<0.05）;参与跨专业协同宣教活动的师生（78%~100%）普遍认为跨专业宣教活动背景下的妇婴保健课程形式在课程内容、教学团队、课堂形式及考核方式设置方面均更合理,且在培养学生综合能力、提高学习积极性和教师的实践指导水平方面更有优势。结论 跨专业协同宣教活动有助于培养学生的团队合作、协调沟通和宣教等综合能力,激发学生的学习兴趣,增加专业认同,得到了师生的认可,对妇婴保健课程教学改革具有促进作用。

关键词: 跨专业教育, 宣教, 妇婴保健, 课程改革

Abstract: Objective To explore the application and effect of transdisciplinary teaching in the curriculum reform of maternal and infant health care. Methods A total of 45 students majored in 3-year clinical medicine (maternal and child) and 90 students in midwifery were randomly selected as the observation group, and another 131 students as control group. The experimental group was divided into 9 transdisciplinary collaboration groups consisting of 5 clinical students and 10 midwifery students. Transdisciplinary teaching mode was implemented in the experimental group, in which, members completed preview and review, teaching simulation and teaching practice by themselves. And in the control group, conventional practice teaching was conducted. Students'performance in theoretical knowledge test, skill and teaching test, and comprehensive test in the two groups were compared. and students'involvement in transdisciplinary learning and attitude toward the new teaching mode in the experimental group was observed. Results Students in the experimental group performed better in skill and teaching and comprehensive test when compared with those in the control group (P<0.05). The total score of transdisciplinary learning preparation and the score of team identification and specialty identification in the experimental group were higher than those before the implementation of the new mode and those in the control group(P<0.05). Most of the teachers and students involving in transdisciplinary teaching and learning(78%~100%) regarded that teaching content, teaching team, classroom teaching and assessment tended to be more reasonable and the new mode had advantages in promoting students'comprehensive ability and leaning enthusiasm and teachers'practice teaching ability. Conclusion Interdisciplinary teaching helps to cultivate students'teamwork spirit, coordination, communication and teaching, stimulate students'interest in learning, and their professional identity, which gains recognition from teachers and students. It is beneficial to promoting the curriculum reform of maternal and infant health.

Key words: interdisciplinary education, teaching, maternal and child health care, curriculum reform

中图分类号: 

  • R47
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