摘要
目的:探讨基于BOPPPS教学模式的案例教学法在骨科护理实习生临床实践能力应用中的效果。方法:选择2023年3月至11月于我院骨科实习的护理实习生100名为研究对象,按照随机数字表法分为对照组和观察组,各50名学生。对照组采取传统教学法,观察组实施基于BOPPPS教学模式的案例教学法。以闭卷考试、Mini-CEX量表、护生自主学习能力量表、评判性思维能力测量表(CTDI-CV)、共情量表(JSE-HP)、职业认同感量表(PIS)、本院自制教学满意度调查问卷评估实习生理论考试成绩、临床综合实践能力、自主学习能力、批判性思维能力、共情能力、职业认同感、教学满意度。结果:2组教学前理论考试成绩、批判性思维能力、共情能力、职业认同感、自主学习能力比较,差异均无统计学意义(P>0.05);观察组教学后理论考试成绩、临床综合实践能力、批判性思维能力、共情能力、职业认同感、自主学习能力评分均高于对照组(P<0.05);观察组激发专业学习兴趣、加深理论知识理解、培养团队协作能力、提高分析问题能力、提高文献查阅能力评分均高于对照组(P<0.05)。结论:基于BOPPPS教学模式的案例教学法能够提高骨科护理实习生临床综合实践能力、批判性思维能力、共情能力及自主学习能力,增强职业认同感,进而提升教学满意度。
Objective:To evaluate the effect of case-based learning(CBL)based on BOPPPS teaching model on the clinical practice ability of orthopedic nursing interns.Methods:A total of 100 nursing interns practiced in the Department of Orthopedics in our hospital from Mar 2023 to Nov 2023 were enrolled and divided into the control group and the observation group according to random number table method,with 50 nursing interns in each group.The control group received traditional teaching method,and the observation group received the CBL based on BOPPPS teaching model.The scores of theoretical exam,clinical comprehensive practice ability,self-learning ability,critical thinking ability,empathy ability,professional identity,and teaching satisfaction were evaluated through closed book exam,Mini-CEX scale,nursing student self-learning ability scale,critical thinking disposition inventory(CTDI-CV),Jefferson Scale of Empathy for Healthcare Providers(JSE-HP),professional identity scale(PIS),and self-designed teaching satisfaction questionnaire.Results:There was no statistically significant difference in the scores of theoretical exam,critical thinking ability,empathy ability,professional identity,and self-learning ability between the two groups before teaching(P>0.05).The scores of theoretical exam,clinical comprehensive practice ability,critical thinking ability,empathy ability,professional identity,and self-learning ability in the observation group were higher than those in the control group after teaching(P<0.05).The scores of stimulating professional learning interest,deepening theoretical knowledge understanding,cultivating teamwork ability,improving the ability to analyze problems,and improving the ability to review literature in the observation group were higher than those of the control group(P<0.05).Conclusion:CBL based on BOPPPS teaching model can improve the clinical comprehensive practice ability,critical thinking ability,empathy ability and self-learning ability of orthopedic nursing interns,enhance professional identity,and thus enhance teaching satisfaction.
作者
吴雯雯
刘萍
吴越
WU Wenwen;Liu Ping;Wu Yue(Department of Orthopaedics,The Second People's Hospital of Jingdezhen City,Jingdezhen 333000,China)
出处
《沈阳医学院学报》
2025年第3期328-332,共5页
Journal of Shenyang Medical College
基金
景德镇市科技计划项目(No.20231SFZC077)。
关键词
骨科
护理实习生
BOPPPS教学模式
案例教学法
理论考试成绩
临床综合实践能力
批判性思维能力
共情能力
orthopedics
nursing intern
BOPPPS teaching model
case-based learning
theoretical examination results
clinical comprehensive practice ability
critical thinking ability
empathy capacity
