基于概念获得模式的护理管理学教学改革研究

Teaching Reform of Nursing Management Based on Concept Attainment Model

摘要: 目的：构建基于概念获得模式的护理管理学教学模式，并评价其应用效果。方法：选取某应用型本科护理院校两个平行班级90名护理本科生为研究对象，其中实验组(n = 45)采用概念获得模式教学，对照组(n = 45)采用传统教学模式。教学后比较两组学生在知识掌握、实践能力、临床决策与判断能力、沟通协作能力及课程满意度等方面的差异。结果：实验组在各评价维度上的得分均显著高于对照组。其中，实践能力(t = 5.83, p < 0.001, d = 1.46)、临床决策与判断能力(t = 5.21, p < 0.001, d = 1.29)和沟通协作能力(t = 4.87, p < 0.001, d = 1.16)的提升最为显著，均呈现大效应量。课程满意度方面，实验组评分为89.9 ± 4.2，显著高于对照组的70.3 ± 5.4 (p < 0.01)。结论：基于概念获得模式的护理管理学教学改革，能够有效解决传统教学中“理论枯燥、实践感弱”的困境，显著提升学生的实践能力和课程获得感，将理论课程转化为具有职业价值的应用性课程。该模式对护理专业其他理论类课程的教学改革具有参考价值。

Abstract: Objective: To construct a teaching model of Nursing Management based on the concept attainment model and evaluate its application effects. Methods: A total of 90 nursing undergraduates from two parallel classes in a nursing college were selected as participants. The experimental group (n = 45) received concept attainment model teaching, while the control group (n = 45) received traditional teaching. Scores of knowledge mastery, practical ability, clinical decision-making and judgment ability, communication and collaboration ability, and course satisfaction were compared between the two groups after teaching. Results: The experimental group scored significantly higher than the control group in all evaluation dimensions. The most significant improvements were observed in practical ability (t = 5.83, p < 0.001, d = 1.46), clinical decision-making and judgment ability (t = 5.21, p < 0.001, d = 1.29), and communication and collaboration ability (t = 4.87, p < 0.001, d = 1.16), all showing large effect sizes. For course satisfaction, the experimental group scored 89.9 ± 4.2, significantly higher than the control group’s 70.3 ± 5.4 (p < 0.01). Conclusion: The teaching reform of Nursing Management based on the concept attainment model effectively addresses the traditional teaching dilemma of “tedious theory and lack of practical relevance”, significantly improving students’ practical ability and course attainment, transforming a theoretical course into an applied course with professional value. This model provides a reference for teaching reform of other theoretical courses in nursing education.