上海交通大学学报（医学版）

上海交通大学学报（医学版） ›› 2019, Vol. 39 ›› Issue (5): 539-.doi: 10.3969/j.issn.1674-8115.2019.05.019

• 论著·公共卫生 • 上一篇    下一篇

情境学习对心理危机干预技能提升效果的评价

董旻晔 1, 2，贾芷莹 1, 2，王建玉 3，张海音 4，施贞夙 2, 5，李国红 1, 2   

  1. 1. 上海交通大学公共卫生学院，上海 200025；2. 上海交通大学中国医院发展研究院卫生技术评估研究所，上海 200025；3. 一沙心理咨询（上海）有限公司，上海 200333；4. 上海交通大学医学院附属精神卫生中心，上海 200030；5. 上海唯晶信息科技有限公司，上海 200025
  • 出版日期:2019-05-28 发布日期:2019-07-26
  • 通讯作者: 李国红，电子信箱：guohongli@sjtu.edu.cn。
  • 作者简介:董旻晔（1994—），女，硕士生；电子信箱： dongminye@sjtu.edu.cn。
  • 基金资助:
    教育部哲学社会科学研究重大课题攻关项目（ 18JZD044）；上海市公共卫生体系建设三年行动计划（ 2015-2017）；上海市心理卫生服务体系建设示范工程（GWIV-5）

Assessment of effect of situated learning on developing crisis intervention skills

DONG Min-ye1,2, JIA Zhi-ying1,2, WANG Jian-yu3, ZHANG Hai-yin4, SHI Zhen-su2,5, LI Guo-hong1,2   

  1. 1. Shanghai Jiao Tong University School of Public Health, Shanghai 200025, China; 2. Center For Health Technology Assessment, China Hospital Development Institute, Shanghai Jiao Tong University, Shanghai 200025, China; 3. Yisha (Shanghai) Psychological Consulting Co., Ltd, Shanghai 200333, China; 4. Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200030, China; 5. Shanghai Winking Entertainment Corporation, Shanghai 200025, China
  • Online:2019-05-28 Published:2019-07-26
  • Supported by:
    Major Key Research Project in Philosophy and Social Sciences of the Ministry of Education of the Peoples Republic of China, 18JZD044; Three-year Action Program of Shanghai Municipality for Strengthening the Construction of Public Health System (2015-2017

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摘要： 目的 ·探讨基于危机干预六步法开发的在线情境互动课程对提高危机干预技能的效果。方法 ·以提高学习者危机干预技能为目的招募 118名学习者接受在线课程培训，设置情境互动（情境组）和非互动（对照组） 2种类型的课程，比较 2组学习者在学习前后危机干预技能的改变情况；并从诊断性评价、形成性评价和终结性评价的维度对情境学习的效果进行综合评价。结果 ·经过学习， 2组学习者危机干预技能的评分均显著提高（ P0.000，P0.002）；且相比对照组，情境组学习者危机干预技能的评分提高得更多情境 对照 （P0.010）。综合评价结果显示，学习者掌握情况最好的危机干预技能为确定问题、提供支持和获得承诺 [评分分别为（31.52±4.43）分、（16.85±4.44）分、（ 14.63±5.27）分 ]，需要强化学习的危机干预技能是确认安全与制订计划 [评分分别为（ 10.26±3.93）分、 (5.84±4.10)分 ]。结论 ·在线课程对于提高学习者危机干预技能具有显著效果，且情境互动课程效果更优。

关键词: 危机干预技能, 情境学习, 在线课程, 学习评价

Abstract:

Objective · To exploring effect of the online situated courses which were developed based on the six-step model of crisis intervention on improving the crisis intervention skills. Methods · A total of 118 learners were recruited to receive online course training to improve their crisis intervention skills. Two types of courses were prepared, which were situated interactive course and non-interactive course for situated group and control group respectively. The changes in crisis intervention skills were compared between the two groups of learners before and after learning. The effects of situated learning were evaluated comprehensively diagnostic evaluation, formative evaluation and summative evaluation. Results · After learning, the scores of crisis intervention skills of both groups were significantly improved (Psituated0.000, Pcontrol0.002). And the improved score of crisis intervention skills of situated group was higher than that of control group (P0.010). The results of comprehensive evaluation showed that the well-mastered crisis intervention skills were identifying problem, providing support and getting commitment, the scores of which were 31.52±4.43, 16.85±4.44 and 14.63±5.27, respectively. Conversely both confirming safety and formulating plan skills should be reinforced, the scores of which were 10.26±3.93 and 5.84±4.10, respectively. Conclusion · The online course has a significant effect on improving the crisis intervention skills of learners, and the situated interactive course is more effective than the non-interactive course.

Key words: crisis intervention skill, situated learning, online course, learning evaluation

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