摘要目的 探讨"多课程协同一体化"教学模式在护生自主学习能力培养中的应用效果.方法 采用目的抽样法,选取2014年9月—2016年1月某高校护理学院四年制护理本科两个教学班为研究对象,采用抽签法选取甲班94名学生为观察组,乙班94名学生为对照组.对照组按教学计划进行常规教学,观察组在常规教学的基础上,选取护理专业3门主干课程的部分章节开展"多课程协同一体化"教学模式.采用自主学习自评量表测评护生的自主学习能力.结果 教改后,观察组护生自主学习自评量表总分、学习行为、学习评价得分分别是(230.21±24.75)、(43.95±5.39)、(45.97±5.95)分,分别高于对照组的(222.60±24.24)、(42.35±5.67)、(43.06±5.78)分,差异均有统计学意义(t值分别是0.033、0.047、0.001;P<0.05).结论 "多课程协同一体化"教学模式能够促进护生自主学习能力的提升.

abstractsObjective To explore the effects of the teaching model of "multi-subject cooperation integration" in training of independent learning ability among student nurses. Methods Two classes of four-year undergraduate nursing from a school of nursing in a university were selected as subjects by purposive sampling from September 2014 to January 2016. By lottery, class A (94 students) acted as observation group, while class B (94 students) acted as control group. Control group carried out routine teaching according to teaching program. On the basis of routine teaching, observation group developed the teaching model of"multi-subject cooperation integration" in sectional chapters of three major courses of nursing speciality. The independent learning ability was evaluated with the self-rating scale for self-directedness in learning (SRSSDL). Results After educational reform, the total score of SRSSDL and the scores of learning activities, evaluation of observation group were (230.21±24.75), (43.95±5.39), (45.97±5.95) higher than those [(222.60±24.24), (42.35±5.67), (43.06±5.78)]of control group with significant differences (t=0.033, 0.047, 0.001; P<0.05). Conclusions The teaching model of "multi-subject cooperation integration" can improve the independent learning ability of student nurses.