护理本科生医学统计学教学现况及影响因素分析

目的：了解宁夏医科大学护理本科学生医学统计学的教学现况，确定影响学生对统计学知识掌握的因素。方法选取该校2013级护理学本科专业3个班共109名学生作为研究对象，以学生对课程的掌握情况作为因变量，通过逐步二分类非条件logistic回归模型筛选影响因素。结果对现行医学统计学的认知情况中，80.00%以上的学生认为医学统计学比较难学，59.63%的学生认可现行教材；超过40.00%的学生对教学各个章节的内容掌握程度为一般；而对教学内容的需求方面则以基本原理、软件应用、数据库建立、统计分析方法的选择及数据分析较高；对学生掌握情况的影响因素中以教材是否认可、基本理论巩固等因素为主，且影响均为正向。结...

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Bibliographic Details
Published in现代医药卫生 Vol. 32; no. 15; pp. 2289 - 2291
Main Author 何淑兰 李江平
Format Journal Article
LanguageChinese
Published 宁夏医科大学公共卫生与管理学院,宁夏银川,750004 2016
Subjects
专业,护理
医学统计学
学生
质量控制
问卷调查
学生
专业,护理
Questionnaires
Quality control
问卷调查
质量控制
Student
Medical statistics
医学统计学
Specialties,nursing
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Summary:目的：了解宁夏医科大学护理本科学生医学统计学的教学现况，确定影响学生对统计学知识掌握的因素。方法选取该校2013级护理学本科专业3个班共109名学生作为研究对象，以学生对课程的掌握情况作为因变量，通过逐步二分类非条件logistic回归模型筛选影响因素。结果对现行医学统计学的认知情况中，80.00%以上的学生认为医学统计学比较难学，59.63%的学生认可现行教材；超过40.00%的学生对教学各个章节的内容掌握程度为一般；而对教学内容的需求方面则以基本原理、软件应用、数据库建立、统计分析方法的选择及数据分析较高；对学生掌握情况的影响因素中以教材是否认可、基本理论巩固等因素为主，且影响均为正向。结论医学统计教学应以护理本科生自身情况为导向，以学生需求作为培养方案和教学安排的重点，才能更好地提升课程的教学效果。
Bibliography:Objective To understand the present situation of medical statistics teaching in nursing undergraduates and to determine the factors influencing students to master the statistical knowledge. Methods A total of 109 students in 3 classes of the nursing undergraduate specialty in our school were selected as the research subjects. With the condition for the students mas-tering the course as the dependent variable ,the influencing factors were screened by using the stepwise binary unconditioned logistic regression model. Results In the cognition situation of present medical statistics ,80.00% of students considered that medical statistics is difficult to learn,59.63%of students accepted the current teaching materials;more than 40.00%of the students were general for the mastery degree of each teaching chapter content;while in the aspect of teaching contents requirements ,the establishment of basic principle,software application databases,selection of statistical methods and data analysis were higher;among the influe
ISSN:1009-5519
DOI:10.3969/j.issn.1009-5519.2016.15.005