摘要
目的探究问题导向教学(Problem-Based Learning,PBL)法结合情景模拟应用于普外科护理教学查房的效果.方法选取2018年7月至2019年4月本院实习护生80名,采用随机数表法分为联合教学组和情景教学组,分别有实习护生41名、39名.其中联合教学组实习护生接受PBL教学法结合情景模拟式普外科护理教学查房,情景教学组实习护生接受情景模拟式普外科护理教学查房.实习前后其进行综合能力测试(包括操作能力、健康教育能力、自主学习能力、团结协助能力),实习结束后对两组护生进行专业知识考核(包括客观题、主观题),并调查两组护生对各组护理教学查房的满意度情况.结果联合教学组的客观题、主观题、专业知识考核总分均高于情景教学组(P<0.05);实习后,两组实习护生的操作能力、健康教育能力、自主学习能力以及团结协助能力均得到提高(P<0.05),且联合教学组患者评分高于情景教学组(P<0.05);联合教学组实习护生对普外科护理教学查房效果的总满意度高于情景教学组(P<0.05).结论普外科护理教学查房时,对实习护生实行PBL法结合情景模拟教学可以显著提高其专业知识吸收情况、培养综合能力,实习护生对其满意度也高于情景模拟式,临床教学中可根据实际情况参考应用.
Objective To investigate the effects of problem-based learning(PBL)method combined with situational simulation applied to a general surgical nursing teaching ward.Methods From July 2018 to April 2019,80 practice nursing students in our institution were selected and divided into combined teaching group and scenario teaching group using random number table method,41 and 39 respectively.Among them,the solution teaching group trainee nursing students received PBL pedagogy combined with the scenario simulated general surgical nursing teaching ward,and the scenario teaching group trainee nursing students received the scenario simulated general surgical nursing teaching ward.They conducted comprehensive competence tests(including operational ability,health education ability,autonomous learning ability,solidarity assistance ability)before and after the internship,then they conducted professional knowledge assessment(including objective questions and subjective questions)of the two groups of nursing students after the internship,and investigated the satisfaction of the nursing teaching wards of the two groups.Results The combined teaching group’s total scores of objective questions,subjective questions,and assessment of professional knowledge were higher than those of the scenario teaching group(P<0.05).After the internship,the operational ability,health education ability,autonomous learning ability,and solidarity assistance ability of the practical nursing students in the combined teaching group were improved(P<0.05),and the patients’scores of the combined teaching group were higher than those of the scenario teaching group(P<0.05).The total satisfaction of the ward effect of general surgical nursing teaching was higher than that of the scenario teaching group(P<0.05).Conclusion When teaching wards for general surgery nursing,the implementation of PBL method combined with scenario simulation teaching to the practice of practical nursing students can significantly improve the absorption of their professional knowledge and the cultivation of comprehensive ability,and the satisfaction of practical nursing students is also higher than that of the scenario simulation type,which can be referred to in clinical teaching according to practical conditions.
作者
彭玉霞
姚靖音
温火金
曾梅芳
邓志芬
PENG Yu-xia;YAO Jing-yin;WEN Huo-jin;ZENG Mei-fang;DENG Zhi-fen(Department of Nursing,Zhaoqing Hospital of Traditional Chinese Medicine,Zhaoqing,Guangdong 526020)
出处
《智慧健康》
2021年第22期188-190,共3页
Smart Healthcare
关键词
问题导向教学法
情景模拟
普外科护理教学查房
实习护生
教学效果
Problem-based learning
Scenario simulation
General surgical nursing teaching ward
Trainee nursing students
Teaching outcomes
