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郭莉莉1,闫俊萍2,郝百旺2.基于混沌理论训练的教学方法在护理美学课程教学中的应用分析[J].中国医药科学,2024,14(9):78-82        基金项目:山西省教育厅高等学校教学改革创新项目(J20220768);山西省研究生教育教学改革项目(2023JG156);山西中医药大学研究生教育教学改革项目(2023JG012)
基于混沌理论训练的教学方法在护理美学课程教学中的应用分析
Analysis of the application of teaching method based on chaos theory training in nursing aesthetics course teaching
  
DOI:
中文关键词:  基于混沌理论训练;教学方法;护理美学;课程教学
英文关键词:Chaos theory training; Teaching method; Nursing aesthetics; Course teaching
作者单位
郭莉莉1,闫俊萍2,郝百旺2 1.山西中医药大学护理学院,山西晋中 030619;2.山西中医药大学第三临床学院,山西晋中 030619 
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中文摘要:
      [摘要] 目的 探讨分析基于混沌理论训练的教学方法在护理美学课程教学中的应用。 方法 选择山西中医药大学护理学院2021—2022年入学的2021级护理本科班学生(对照组,n=172)、2022级护理本科班学生(研究组,n=140)为研究对象。研究组采用基于混沌理论训练的教学方法,对照组采用传统教学方法。比较两组学习过程评价指标情况、综合能力考核成绩、人际交往素质评分、对课程教学的满意度、教学效果。 结果 研究组学习态度和学习投入程度、仪容仪表礼仪形象、美学知识实践运用情况、10 min分组小讲课、小组情景剧、美学基本理论知识思维导图学习过程评分高于对照组,差异有统计学意义(P < 0.05)。研究组人际交往认知程度、主动交往能力、理性对待冲突、社会性退缩情况均明显优于对照组,差异有统计学意义(P < 0.05)。研究组对课程教学满意度高于对照组,差异有统计学意义(P < 0.05)。研究组反思与总结能力、专业认知能力水平、综合实践运用能力评分均高于对照组,差异有统计学意义(P < 0.05)。 结论 采用基于混沌理论训练的教学方法进行护理美学课程教学,能够使学生的学习效果得到一定提升,改善学生的人际交往能力和提高其教学满意度,该教学方法值得广泛应用与推广。
英文摘要:
      [Abstract] Objective To explore and analyze the application of chaos theory training-based teaching methods in nursing aesthetics course teaching. Methods 2021 undergraduate nursing students (the control group, n=172) and 2022 undergraduate nursing students (the research group, n=140) who were enrolled in the School of Nursing of Shanxi University of Chinese Medicine from 2021 to 2022 were selected as the subjects. The research group adopted a teaching method based on chaos theory training, while the control group adopted traditional teaching methods. The evaluation indicators of the inter-group learning process, comprehensive ability assessment scores, interpersonal communication quality scores, satisfaction with course teaching, and teaching effectiveness were compared. Results The scores of learning attitudes and engagement, appearance and etiquette, practical application of aesthetic knowledge, and higher learning process evaluation indicators in 10 min group lectures, group situational dramas, and basic aesthetic theoretical knowledge mind maps in the research group were higher than those in the control group, with statistically significant differences (P < 0.05). The cognitive level of interpersonal communication, proactive communication ability, rational treatment of conflicts, and social withdrawal in the research group were significantly superior to those in the control group, with statistically significant differences (P < 0.05). The satisfaction level of the research group with course teaching was higher than that of the control group, with statistically significant difference (P < 0.05). The scores of reflection and summary ability, professional cognitive ability, and comprehensive practical application ability in the research group were higher than those in the control group, with statistically significant difference (P < 0.05). Conclusion A teaching method based on chaos theory training in nursing aesthetics courses can improve the learning effectiveness of students, improve their interpersonal communication skills, and enhance teaching satisfaction, indicating that this method is worthy of wide application and promotion.
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