整合教学模式对提升老年护理临床技能教学实践效果和分析-国际教育学-CSCIED科技核心评价数据库-手机版

整合教学模式对提升老年护理临床技能教学实践效果和分析

Clinical an empirical study on the integration teaching model in improving the teaching effectiveness of clinicalskills in geriatric nursing

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DOI	10.12208/j.ije.20250283
刊名	国际教育学 International Journal of Education
年，卷(期)	2025, 7(8)
作者	谭静文,
作者单位	广西医科大学第一附属医院老年医学综合内科广西南宁
摘要	目的本研究旨在探讨整合教学模式在老年护理技能培训中的实际应用效果。方法采用非随机对照研究设计，将2020级和2021级高职护生分为传统教学组（n=76）和整合教学模式组（n=76）。通过问卷调查、理论知识和实际操作技能的考核，评估两种教学模式的效果。结果整合教学模式组在基础理论知识（76.76±4.81对比73.33±3.37）、专科技能（82.55±4.66对比79.73±3.48）以及综合考评（84.79±4.86对比82.54±4.39）的表现均显著优于传统教学组，统计数据显示所有比较均具有显著差异（P < 0.05）。结论整合教学模式能有效提升护生的理论学习和实践技能，为老年护理教育和临床技能教学提供了有力的改革方向和参考。
Abstract	Objective To explore the teaching effectiveness of an integrated teaching model in geriatric nursing skills training for nursing students. Methods Students who received traditional clinical skills teaching methods were assigned to the control group, while those who underwent the integrated teaching model were assigned to the observation group. Teaching outcomes were evaluated through a survey on the practical application of clinical teaching methods in geriatric nursing, along with assessments of foundational theoretical knowledge, theoretical examination scores, and practical skills examination scores in geriatric nursing. Results Statistically significant differences were observed between the two groups in foundational theoretical knowledge (P<0.05), theoretical examination scores (P<0.05), and practical skills examination scores (P<0.05) in geriatric nursing. Conclusion The integration of teaching methods for geriatric nursing skills provides a valuable reference for clinical skills education in geriatric nursing within general hospitals. This approach demonstrates potential for enhancing both theoretical understanding and practical competency among nursing students.
关键词	老年护理；技能教学；教学模式；教学改革
KeyWord	Geriatric nursing; Clinical skills teaching; Integrated teaching model; Teaching reform
基金项目
页码	1-7

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引用本文

谭静文. 整合教学模式对提升老年护理临床技能教学实践效果和分析 [J]. 国际教育学. 2025; 7; (8). 1 - 7.

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