目的 探索<护理伦理学>的教学改革时护理专业毕业生就业竞争力的影响.方法 对我院护理专业学生的<护理伦理学>课程进行教学改革,案例教学法为教学改革组,传统的以理论讲授为主的教学方法为对照组.案例教学组在<护理伦理学>课程中抽出6学时,即3次课安排运用案例教学法进行专题讨论,分别为护理道德教育和修养、护理行为实施过程中的伦理问题及分析、护患权利和义务3个教学内容的案例.课程结束后采用自制问卷了解学生对案例教学效果进行评价;实习2个月后使用自制调查问卷进行学生临床相关表现的调查;追踪比较两组毕业后去向和就业情况.结果 学生对案例教学情况评价结果为:97.2%的学生表示喜欢护理伦理学案例教学课;92%的学生表示主动参与了案例分析和讨论;91.6%的学生认为锻炼了分析和解决问题的能力.临床实习2个月后,89.5%的带教老师认为学生对伦理问题有较高的敏感性,能和老师主动交流和分析问题,并寻求解决办法;94.1%的学生认为能利用伦理学学习的相关知识分析和解决问题.案例教学组和对照组的毕业生就业单位构成比总的有差异(x2=12.34,P＜0.05).结论 <护理伦理学>案例教学效果较好,提高了学生对伦理问题的敏感性以及学生综合分析问题和解决问题的能力,<护理伦理学>的教学改革提高了我院护理专业毕业生就业竞争力.%Objective: Explore the impact of educational reform of "nursing ethics" on the employment competitiveness of graduates. Methods: To reform the curriculum teaching of nursing ethics in our college. Case teaching group was taken as the reforming group, and the traditional lecture - based teaching group as the control group. For case teaching group, we spend 6 class hours in "nursing ethics" courses, which meant that we arranged 3 times of class hours for the use of case teaching on seminar, including nursing ethics education and accomplishment, ethical issues analysis in nursing behavior during the implementation, and nurse -patient rights and obligations. Then the effectiveness of case teaching was evaluated by the end of course with self - made questionnaires. After two - month internship, we surveyed students' clinical related performance with self- made questionnaires, and tracked movements of the two groups and employments after graduation. Restults: Evaluation results of students in case teaching group were as follows: 97.2％ of students said they liked nursing ethics case study class; 92％ showed to be actively involved in the case analysis and discussion; 91.6％ thought case teaching had exercised their ability to analyze and solve problems. After 2 months of clinical practice, 89.5 ％ of teachers thought that students had a higher sensitivity to ethical issues and could take the initiative to exchange and analyze problems, and seek solutions; 94.1％ of students thought that they could take advantage of ethical knowledge to analyze and solve problems. Case teaching group and control group units of graduate employment were different in constituent ratio (χ2 = 12.34, P ＜ 0.05 ). Concltusions: "Nursing et. hics" case teaching shows a better teaching effect compared with the traditional lecture - based teaching. It improved students'sensitivity to ethics and ability of comprehensive analysis of problems and problem - solving, and "nursing ethics" teaching reform improved employment competitiveness of nursing graduates in our college .
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