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1、授予單位代碼10089學號或申請?zhí)?6050中國圖書分類號R473.72HebeiMedicalUniversity碩士學位論文學術學位PBL聯合情景模擬教學法在小兒骨科臨床護理教學中的應用研究生：楊柳青導師：王慶豐主任護師專業(yè)：護理學二級學院：河北醫(yī)科大學第一醫(yī)院2018年3月目錄中文摘要·········································································································1英文摘要···············
2、··························································································3研究論文PBL聯合情景模擬教學法在小兒骨科臨床護理教學中的應用前言·········································································································6對象與方法····································
3、·························································8結果········································································································12附表·······································································································
4、·15討論········································································································20結論········································································································25參考文獻················································
5、················································25附錄········································································································30綜述PBL及情景模擬教學的應用進展····················································58致謝········································
6、········································································69個人簡歷········································································································70PBL聯合情景模擬教學法在小兒骨科臨床護理教學中的應用摘要目的：將PBL聯合情景模擬教學法應用于小兒骨科臨床護理實習學生的教學中，探討小兒骨科護理教學實踐的新方法。方法：采用
7、整群抽樣法，將某三級甲等醫(yī)院2016年6月1日~2017年3月1日在小兒骨科實習的57名護理學生作為對照組，接受傳統教學法；2017年6月1日~2018年3月1日在小兒骨科實習的62名護理學生作為試驗組，接受PBL聯合情景模擬教學法。教學后對兩組學生進行理論與技能考核；教學前后使用護理專業(yè)學生自主學習能力測評工具、醫(yī)學生溝通技能態(tài)度量表（護生版）和中文版評判性思維能力測量表對兩組學生進行測評，對考核和測評結果進行統計學分析。結果：1.理論與技能操作考核成績：教學后，理論總成績試驗組84.00(76.00，87.00)與對照組80.00(
8、71.50，85.00)相比，差異有統計學意義（z=﹣2.111，P=0.035）；小兒骨科理論成績試驗組39.00(35.75，43.00)與對照組37.00(31.00，41.50)相比，差異有統計學意
