[1]唐海峥　范喜英　闫枚丽.趣味教学法在精神疾病的症状学护理教学中的应用[J].大众科技,2021,23(10):141-144.
　Application of Fun Teaching Method in Symptomatological Nursing Teaching of Mental Illness[J].Popular Science & Technology,2021,23(10):141-144.
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趣味教学法在精神疾病的症状学 护理教学中的应用()
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《大众科技》[ISSN:1008-1151/CN:45-1235/N]

卷:
23
期数:
2021年10
页码:
141-144
栏目:
科技人力资源
出版日期:
2021-10-20

文章信息/Info

Title:
Application of Fun Teaching Method in Symptomatological Nursing Teaching of Mental Illness
作者:
唐海峥　范喜英　闫枚丽
（南宁市第五人民医院，广西 南宁 530001）
关键词:
认知心理学记忆理论; 趣味教学法; 精神科护理学; 精神科症状学
Keywords:
cognitive psychology memory theory fun teaching method psychiatric nursing psychiatric symptomology
文献标志码:
A
摘要:
目的：探讨基于认知心理学记忆理论的趣味教学法在精神疾病的症状学护理教学中的应用效果。方法：选取南宁市第五人民医院2019年至2020年负责4年制的广西某高校护理学本科生共725名为研究对象，按照接受教学的年限分为对照组和观察组。对照组为2019年采取传统教学法（以教师为中心，以举例法、提问式、灌输式的讲授为主）的学生360名，观察组为2020年采取趣味教学法（以现场案例教学法、观看教学视频、师生互动讨论为主）365名。比较两组学生的精神疾病症状学理论掌握程度及评学评教结果，了解趣味教学法的应用效果。结果：趣味教学法较传统教学法更生动有趣，实行理论-实践同步式教学，课堂气氛活跃。观察组对精神疾病的症状学的掌握以及临床分析判断能力优于对照组，评学评教结果优于对照组，差异有统计学意义（P＜0.05）。结论：趣味教学法符合现代化教学手段的创新，实现了理论与实践的高度融合，使精神病学的症状学易懂易学，激发了学生的学习兴趣及积极性，同时也提升了学生对精神疾病症状学的掌握，促进教学质量的提升。
Abstract:
Objective: To explore the application effect of the fun teaching method based on memory theory of cognitive psychology in the nursing teaching of symptomatology of mental diseases. Methods: A total of 725 undergraduate nursing students from a university in Guangxi who were responsible for the 4-year program in Nanning Fifth Peoples Hospital from 2019 to 2020 were selected as the research objects. According to the years of teaching, they were divided into a control group and an observation group. The control group consisted of 360 students who adopted the traditional teaching method (teacher-centered, mainly based on example, questioning, and indoctrination) in 2019, and the observation group consisted of 365 students who adopted the fun teaching method (using the on-site case teaching method, watching teaching videos and interactive discussions between teachers and students) in 2020. The mastery of psychiatric symptomatology theory and the results of learning and teaching evaluation were compared between the two groups to understand the application effect of interesting teaching method. Results: The fun teaching method is more vivid and interesting than the traditional teaching method. The theory-practice synchronous teaching is implemented, and the classroom atmosphere is active. The observation group was better than the control group in mastering the symptomatology and clinical analysis and judgment of mental diseases, and the results of learning and teaching evaluation were better than the control group, and the difference is statistically significant(P <0.05). Conclusion: The fun teaching method is in line with the innovation of modern teaching means, realizes the high integration of theory and practice, and makes the symptomology of psychiatry easy to understand and learn. It not only stimulates students interest and enthusiasm in learning, but also improves students mastery of psychiatric symptoms and promotes the improvement of teaching quality.

参考文献/References:

[1] 刘哲宁，杨芳宇. 精神科护理学(第四版)[M]. 北京: 人民卫生出版社，2017. [2] 东梅，张伟. 基于遗忘曲线规律的自我管理教育在脑卒中病人护理中的应用[J]. 护理研究，2014，28(8): 979-980. [3] 郑红蕾，邓楠，杨蓉，等. 护士与带教老师的性格差异对临床实习的影响[J]. 当代护士(上旬刊)，2020，27(34): 46-47. [4] 周焕芳，任玉娇，朱丽萍，等. 立体化趣味心电图教学对于强化CCU年轻护士心电图综合应用能力的作用[J]. 中华现代护理杂志，2015，21(17): 2087-2090. [5] 潘彩芳，卢祥婵，许日波，等. 艾滋病临床护理教学模式的探讨[J] . 内科，2010，5(6): 632-634. [6] 张凤华，张晓静，奔莹，等. 运用案例教学模式与传统教学模式对中医专业学生进行心电图诊断教学的效果对比研究[J]. 中国教育，2020，29(6): 60-61. [7] 周丽琴. 以问题为基础的教学法在护理操作教学中应用的效果评价[J]. 中国实用护理杂志，2012，28(11): 89-90. [8] 范喜英，雷黎. 精神科临床护理实习教学培训的实践及效果[J]. 右江医学，2016，44(4): 477-478.

备注/Memo

备注/Memo:
【收稿日期】2021-08-21 【作者简介】唐海峥，南宁市第五人民医院主管护师，研究方向为护理教学及护理研究。 【通信作者】范喜英，南宁市第五人民医院副主任护师，研究方向为精神科护理管理、护理教学及护理研究。
更新日期/Last Update: 2022-01-30