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基于动机调控策略的三级任务驱动教学在临床心理科护生实习带教中的应用
Application of three-level task-driven teaching based on motivational regulation strategy in training nurse interns in the Department of Clinical Psychology
- 中华医学教育探索杂志 2025年24卷第6期 页码：848-852
- 作者机构：
浙江省人民医院/杭州医学院附属人民医院临床心理科，杭州 310014
- 作者简介：
金力芳，Email：hzlfjin310012@sina.com
- 基金信息：浙江省医药卫生科技项目一般项目(2025KY567)
DOI：10.3760/cma.j.cn116021-20240511-02019
中图分类号： R47收稿日期：2024-05-11，
纸质出版日期：2025-06-20
- 稿件说明：
移动端阅览
金力芳, 边奇雯, 邵飞, 等. 基于动机调控策略的三级任务驱动教学在临床心理科护生实习带教中的应用[J]. 中华医学教育探索杂志, 2025, 24(6): 848-852.
Jin Lifang, Bian Qiwen, Shao Fei, et al. Application of three-level task-driven teaching based on motivational regulation strategy in training nurse interns in the Department of Clinical Psychology[J]. Chinese journal of medical education research, 2025, 24(6): 848-852.
金力芳, 边奇雯, 邵飞, 等. 基于动机调控策略的三级任务驱动教学在临床心理科护生实习带教中的应用[J]. 中华医学教育探索杂志, 2025, 24(6): 848-852. DOI： 10.3760/cma.j.cn116021-20240511-02019.
Jin Lifang, Bian Qiwen, Shao Fei, et al. Application of three-level task-driven teaching based on motivational regulation strategy in training nurse interns in the Department of Clinical Psychology[J]. Chinese journal of medical education research, 2025, 24(6): 848-852. DOI： 10.3760/cma.j.cn116021-20240511-02019.
摘要
目的
2
探讨基于动机调控策略的三级任务驱动教学在临床心理科护生实习带教中的应用。
方法
2
本研究于2021年6月至2024年5月在浙江省人民医院临床心理科中选取了80名实习护生为研究对象，分为对照组（
n
=40）和试验组（
n
=40）。对照组采用传统教学，试验组采用基于动机调控策略的三级任务驱动教学，涵盖基础知识掌握、实践操作提升和综合能力增强，通过情景引导和模拟演练等方式激发实习护生内在动机。比较两组实习护生的考核成绩、自主学习能力、教学质量及对教学的认可度。
结果
2
教学后，试验组护生的理论测试成绩[（86.05±5.86） vs. （74.35±4.72）
]
、操作技能测试成绩[（88.18±5.67） vs. （82.65±6.09）
]
均高于对照组（
P
<
0.001）；试验组护生的教学质量总分及各维度得分均高于对照组（
P
<
0.001）；教学后，两组护生自主学习能力总分及各维度评分均高于教学前，且试验组高于对照组（
P
<
0.05）。
结论
2
基于动机调控策略的三级任务驱动教学显著提升了临床心理科实习护生的考核成绩、自主学习能力和教学质量，同时增强了其对护理带教的认可度，值得推广。
Abstract
Objective
2
To explore the application of three-level task-driven teaching based on motivational regulation strategy in training nurse interns in the Department of Clinical Psychology.
Methods
2
This study included 80 nurse interns in the Department of Clinical Psychology at Zhejiang Provincial People's Hospital between June 2021 and May 2024 as research subjects. They were divided into a control group (
n
=40) and an experimental group (
n
=40). The control group received traditional teaching
while the experimental group received three-level task-driven teaching based on motivational regulation strategy
covering basic knowledge mastery
practical operation improvement
and comprehensive ability enhancement. Through scenario guidance and simulation exercises
the intrinsic motivation of nur
se interns was stimulated. The assessment scores
self-learning ability
teaching quality
and recognition of teaching were compared between the two groups of nurse interns.
Results
2
After teaching
the experimental group scored higher than the control group on theoretical assessment [(86.05±5.86) vs. (74.35±4.72)
]
and operational skill assessment [(88.18±5.67) vs. (82.65±6.09)
]
(
P
<
0.001). The total score and scores of various dimensions of teaching quality were higher in the experimental group compared to those in the control group (
P
<
0.001). After teaching
the total score and scores of various dimensions of self-learning ability of both groups were higher than those before teaching
and the scores were higher in the experimental group than in the control group (
P
<
0.05).
Conclusions
2
The three-level task-driven teaching based on motivational regulation strategy can significantly improve the assessment scores
self-learning abilities
and teaching quality of nurse interns in the Department of Clinical Psychology. Additionally
this method can enhance their recognition of nursing internship teaching. This teaching method is worth promoting.
关键词
Keywords
references
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