返回澳門理工大學

概況

2011/2012

Probe into teaching effect of the two arrangement patterns of the theoretical learning and clinical practice in nursing curriculum

《護理研究》, 25(11A)：2828-2830

作者	Wang Yan Yin Lei
摘要	Objective To compare the effects of two models in different combination of theoretical learning and clinical. Methods Undergraduate students in our school began their clinical placement from the first year. Every grade has two classes. In semester I, class A takes Model I and class B takes Model II. In semester II, class A takes Model II and class B takes Model I. Model I: Students have a compact theoretical learning in about 1 to 2 months. Then they begin clinical placement in hospitals. After finishing the clinical placement, students come back to school and continue the theoretical study. Model II: Students have theoretical study at school until the model I complete clinical placement. Then they begin their clinical placement. The teaching contents, teaching hours, teachers, clinical units and clinical preceptors are all the same for two models. The performances of the clinical placement were assessed at the end of the clinical placement. All the students take part in the final exam at the school in the end of every semester. This article statistically analysis the scores of students with independent sample t-test. Opinions from teachers and students were analyzed. Results There is no significant difference of the average scores between two models in both theoretical exam and the clinical exam (all P>0.05). Two models each have its advantages from the views of students and teachers. Conclusion In limited clinical units we get the same learning outcomes from the two different models, and students gain different learning experience.

作者

Wang Yan
Yin Lei

摘要

Objective

To compare the effects of two models in different combination of theoretical learning and clinical.

Methods

Undergraduate students in our school began their clinical placement from the first year. Every grade has two classes. In semester I, class A takes Model I and class B takes Model II. In semester II, class A takes Model II and class B takes Model I. Model I: Students have a compact theoretical learning in about 1 to 2 months. Then they begin clinical placement in hospitals. After finishing the clinical placement, students come back to school and continue the theoretical study. Model II: Students have theoretical study at school until the model I complete clinical placement. Then they begin their clinical placement. The teaching contents, teaching hours, teachers, clinical units and clinical preceptors are all the same for two models. The performances of the clinical placement were assessed at the end of the clinical placement. All the students take part in the final exam at the school in the end of every semester. This article statistically analysis the scores of students with independent sample t-test. Opinions from teachers and students were analyzed.

Results

There is no significant difference of the average scores between two models in both theoretical exam and the clinical exam (all P>0.05). Two models each have its advantages from the views of students and teachers.

Conclusion

In limited clinical units we get the same learning outcomes from the two different models, and students gain different learning experience.

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