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目的:将性格色彩学(FPA)应用于护理临床教学,为提高学生学习热情及成绩,使带教老师自我成长,同时增进对师生关系,增加学生对老师的满意度。方法:将2013年带教的两个班,随机分为实验班和对照班,每个班各有学生55名。实验班采用性格色彩量表对学生进行性格色彩测定,教师了解每一个学生的性格色彩,“因人施教”;对照班仅以教学大纲要求带教即可、对两种教学方法进行比较。结果:实验班学生一般自我效能感和对老师的满意度,显著高于对照班(P<0.05)。结论:采用性格色彩学带教方法优于传统带教方法。
OBJECTIVE: To apply Personality Color Theory (FPA) to nursing clinical teaching. In order to enhance students ’enthusiasm for learning and achievement, teachers should be taught to self-grow while enhancing their relationship with teachers and students so as to increase students’ satisfaction with their teachers. Methods: Two classes taught in 2013 were randomly divided into experimental and control classes, each with 55 students in each class. The experimental class adopted the personality color scale to measure the personality of the students, and the teachers understood the personality color of each student, and “taught by others”; the control class only required the instructional syllabus to teach the two teaching methods Compare Results: The general self-efficacy and satisfaction of teachers in experimental class were significantly higher than that of control group (P <0.05). Conclusion: The use of personality color teaching method is better than the traditional method of teaching.