The Founding And Applied Study On "Research" Experimental Teaching Model Of Medical Nursing

Purpose: To explore the influence on nursing students’learning proactivity and critical thinking when research pedagogy is used in experimental teaching of medical nursing by comparing the teaching effect between research pedagogy and traditional pedagogy in experimental teaching of medical nursing among nursing undergraduates.Method:The subjects are92undergraduates from2009Grade Nursing and Midwifery in Heilongjiang University of Chinese Medicine, Jiamusi college. Class1is experimental class including46students, and class2is comparative class including46students, too. Research pedagogy is used in experimental class, whereas traditional pedagogy is used in comparative class. After experiment, the subjects are evaluated by filling in learning proactivity scale, Watson-Glaser critical thinking scale, and teaching effect appraisal questionnaires after experiment. The questionnaires include three degrees:class teaching, learning promotion and ability improvement,17items. The statistics data is analyzed by SPSS17.0statistical software.Results:(1) Teaching effect appraisal questionnaires:traditional pedagogy is higher than research pedagogy on reasonable time item (t=5.42,p<0.01), as to the rest16items, research pedagogy is higher than traditional pedagogy(t=2.64-10.61,p<0.01).(2) The final assessments:the result of case analysis in the experimental group is significantly higher than that in the comparative group, the difference is statistically significant (t=4.57, p<0.01), the result of Essay questions in experimental group is significantly higher than that in comparative group, the difference is statistically significant (t=4.32, p<0.01), the result of basic knowledge and the other questions difference isn’t statistically significant (t=0.21-1.04, p>0.05).(3) ALS scale score results:the total score in ASL scale in experimental group is higher than comparative group after experiment, the difference is statistically significant (t=3.13, p<0.01), among them learning drives and deep learning in experimental group are higher than those in comparative group, the difference is statistically significant (t=5.62,8.85, p<0.01).(4) WGCTA scale score results:the total score of WGCTA Scale in experimental group is higher than that in comparative group, the difference is statistically significant (t=2.96, p<0.01). The evaluation of induction, deduction and discussion in experimental group is higher than that in comparative group, the difference is statistically significant (t=1.89,2.38,1.94, p<0.01). Conclusion:In contrast with traditional teaching methods, there are many advantages as for research pedagogy in experimental teaching of medical nursing they are embodied in four aspects:research teaching is beneficial to improve class teaching quality and teaching effect, research teaching is beneficial to explore and improve nursing students’abilities, research teaching is beneficial to inspire nursing students’learning proactivity, research teaching is beneficial to cultivate nursing students’critical thinking. However, there are many deficiencies in implementing research pedagogy in experimental teaching which are eager for the nursing educators’endless exploration and gradual improvement in order to achieve better teaching effect of research pedagogy.