王元　余进进　浦红

【摘要】 目的：探讨角色转换结合Sandwich教学法在护理本科教育中的应用效果。方法：将江南大学护理专业2013级两个班的本科生51名分為试验组27名和对照组24名，试验组采用角色转换结合Sandwich教学法，对照组采用常规教学法，进行妇产科护理学本科教育，比较两组学生的理论考试和综合能力成绩，问卷评分调查学生对教学模式的满意度及教师对学生的满意度。结果：试验组理论考试和综合能力考核成绩均高于对照组，问卷评分调查学生对教学模式的满意度及教师对学生的满意度，试验组均高于对照组，差异均有统计学意义（P<0.05）。结论：在护理本科教育中应用角色转换结合Sandwich教学法可以提高妇产科护理学学习效果，是一种有效的尝试。

【关键词】 角色转换； Sandwich教学法； 护理本科教育； 妇产科护理学

doi：10.14033/j.cnki.cfmr.2017.31.070 文献标识码 B 文章编号 1674-6805（2017）31-0140-03

【Abstract】 Objective：To probe the application effect of role conversion combined with Sandwich teaching method in nursing undergraduate education.Method：A total of 51 undergraduates in Jiangnan University nursing class in 2013 were divided into two groups，27 cases in experimental group and 24 cases in control group.The students in experiment group were given role conversion combined with Sandwich teaching method，the students in control group were given conventional teaching method.The theoretical test and comprehensive ability of the two groups of students and the questionnaire scores of the students satisfaction with the teaching model and the teachers satisfaction with the students were compared.Result：The scores of theoretical test and comprehensive ability of the experimental group were higher than those of the control group，and the satisfaction degree of the questionnaire was higher than that of the control group（P<0.05）.Conclusion：Application of role conversion combined with Sandwich teaching method in obstetrics and gynecology nursing undergraduate education can improve learning outcomes and it is an effective attempt.

【Key words】 Role conversion； Sandwich teaching method； Nursing undergraduate education； Obstetrics and gynecology nursing

First-authors address：Affiliated Hospital of Jiangnan University，Wuxi 214062，China

妇产科是临床主干学科之一，涉及内容广泛，理论性、 整体性及操作性较强，此外，由于妇产科涉及女性隐私，产科是公认的高风险科室，愿意配合临床教学的患者很少，进一步增加了教学难度。在当前形势下，传统教学模式已不能满足现代医疗发展的要求。因此，如何提高妇产科教学质量，培养出满足当前要求的妇产科医疗/护理人才，是教学中值得重视和思考的问题[1]。

笔者所在医院前期教学实践与研究表明，以本科阶段医学生为中心的角色转换模式在临床教学中优于传统的教学法[2-3]。该教学法对教师和学生的要求比较高，以“学生为中心”，强调“角色转换”，充分发挥学生的主观能动性，但是对教师的主观能动性强调不足，部分学生还是习惯于做旁观者而不是积极参与者。……