摘要
目的探讨基础护理操作技能教学中延迟小结追加反馈对教学效果的影响。方法随机抽取护理专业2003级2个专科班的125名学生分为控制班(62人)、实验班(63人)。在基础护理操作技能教学中控制班采用同步追加反馈,反馈频率为100%,反馈内容为操作错误的信息;实验班采用延迟小结追加反馈,反馈频率为25%～30%,反馈内容为操作错误以及正确操作的信息。结果控制班在技能获得阶段操作成绩显著高于实验班(P<0.01),但在随后保持阶段的测试中成绩逐渐下降并显著低于实验班(P<0.01)。结论练习过程中追加反馈的内容、时机和频率对基础护理操作技能的教学效果有影响。同步追加反馈可以保证技能习得阶段的表现却不利于技能的保持;延迟小结性反馈最有利于基础护理操作技能的学习。
Objective To explore the delayed summarizing augmented feedback on students＇ learning effect of fundamental nursing skills. Methods Totally, 125 junior college nursing students admitted in 2003 were divided into a control class （n=62） and an experimental class （n= 63）. Concurrent augmented feedback, in which the frequency was 100 % and the contents were wrong operated information, was adopted in the control class. The delayed summarizing augmented feedback was adopted in the experimental class, in which the frequency was 25%-30%, and the contents were both wrong and correct operated information. Results The academic performance of the control class at the stage of practicing was significantly higher than that of the experimental class（P〈0.01）, but the performance gradually worsened at the stage of retention and finally became significantly poorer than that of the experimental class（P〈0.01）. Conclusion The contents, timing, and frequency of augmented feedback added into the teaehing process of fundamental nursing skills can affect the teaching result. Concurrent augmented feedback can ensure better performance at the stage of practicing, but can not favor students＇ performance at the stage of retention. The delayed summarizing augmented feedback is helpful for students to learn nursing skills.
基金
湖北省教育科学“十一五”规划立项课题(2006B202)
关键词
基础护理
追加反馈
操作技能
学习
fundamental nursing
augmented feedback
nursing skills
learning
