Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing studen...Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.展开更多
目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关...目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关键词、杂志发文量、关键词共现、聚类分析等可视化分析。结果通过检索和筛选纳入的820篇中文文献,2008年起发文量显著增加,至2020年发文量达到顶峰(68篇),关键词有491个,聚类标签有9个,突变词“临床带教”权重最高,研究核心力量为中医药院校及其附属教学医院。结论PBL教学法目前已广泛应用于中医基础课程、中医临床课程和中医经典课程,是临床教学和中医住院医师规范化培训中常用的教学方法,联合PBL教学法的混合式教学是目前更为推荐的一种教学模式。展开更多
Objective:To explore the application advantages of problem-based learning(PBL)teaching method in clinical emergency teaching.Methods:Two classes of students in the five-year clinical medicine major of our university w...Objective:To explore the application advantages of problem-based learning(PBL)teaching method in clinical emergency teaching.Methods:Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods.Among them,50 students who received the traditional teaching method constituted the control group,while 52 students who received the PBL teaching method constituted the observation group.After one semester,an exam was conducted to assess their theoretical knowledge and first-aid practical skills,and evaluate their clinical thinking skills.At the same time,a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction.Results:The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment,first aid practical assessment,and clinical thinking skills,and the differences were statistically significant(P<0.05).The results of theχ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant(P<0.05),and the teaching satisfaction in the observation group was significantly higher than the control group.Conclusion:Compared with traditional teaching methods,applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects.Students’mastery of theoretical knowledge,first aid practical skills,and clinical thinking skills can be effectively strengthened,and it is conducive to improving teaching satisfaction.展开更多
Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nur...Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.展开更多
Objective: To explore and analyze the effect of the WeChat platform combined with the PBL teaching method in the standardized training of anesthesia residents. Methods: 120 anesthesiology residents from January 2018 t...Objective: To explore and analyze the effect of the WeChat platform combined with the PBL teaching method in the standardized training of anesthesia residents. Methods: 120 anesthesiology residents from January 2018 to the end of December 2019 were selected, and divided into a control group and an observation group of 60 each according to the time sequence of admission. The control group adopted the conventional teaching mode, and the observation group adopted the WeChat platform combined PBL teaching method. The scores of theoretical knowledge and anesthesia skills operation after training, the scores of the teaching interest survey, and the satisfaction with the teaching mode between the two groups were compared. Results: The scores of theoretical knowledge and anesthesia skills operation in the observation group were significantly higher than those in the control group, and the indicators of teaching interest in the observation group were also higher than those in the control group. The differences were statistically significant (P < 0.05). The satisfaction degree of the observation group was significantly higher than that of the control group, and the difference was also statistically significant (P < 0.05). Conclusion: The WeChat platform combined with the PBL teaching method is beneficial to improve the training effect of anesthesiology residents, stimulating autonomous learning ability, ensuring the effective practice of theoretical knowledge, and promoting them to move towards a higher standard of anesthesia skills.展开更多
Concomitant with the advancement of contemporary medical technology,the significance of perioperative nursing has been increasingly accentuated,necessitating elevated standards for the pedagogy of perioperative nursin...Concomitant with the advancement of contemporary medical technology,the significance of perioperative nursing has been increasingly accentuated,necessitating elevated standards for the pedagogy of perioperative nursing.Presently,the PBL(problem-based learning)pedagogical approach,when integrated with CBL(case-based learning),has garnered considerable interest.An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing.Findings indicate that this integrative teaching methodology not only enhances students’theoretical knowledge,practical competencies,and collaborative skills but also contributes to the elevation of teaching quality.In conclusion,the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education.Nevertheless,it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.展开更多
基金Research and Practice on the Training Model of Clinical Medical Talents in the Context of“New Medicine”at Chengdu Medical College Educational Teaching Reform Project(Project No.:JG2023058)Research and Practice on the Training model of Clinical Medical Talents in the Context of“New Medical Science”(Project No.:JG2023057)。
文摘Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.
文摘目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关键词、杂志发文量、关键词共现、聚类分析等可视化分析。结果通过检索和筛选纳入的820篇中文文献,2008年起发文量显著增加,至2020年发文量达到顶峰(68篇),关键词有491个,聚类标签有9个,突变词“临床带教”权重最高,研究核心力量为中医药院校及其附属教学医院。结论PBL教学法目前已广泛应用于中医基础课程、中医临床课程和中医经典课程,是临床教学和中医住院医师规范化培训中常用的教学方法,联合PBL教学法的混合式教学是目前更为推荐的一种教学模式。
文摘Objective:To explore the application advantages of problem-based learning(PBL)teaching method in clinical emergency teaching.Methods:Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods.Among them,50 students who received the traditional teaching method constituted the control group,while 52 students who received the PBL teaching method constituted the observation group.After one semester,an exam was conducted to assess their theoretical knowledge and first-aid practical skills,and evaluate their clinical thinking skills.At the same time,a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction.Results:The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment,first aid practical assessment,and clinical thinking skills,and the differences were statistically significant(P<0.05).The results of theχ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant(P<0.05),and the teaching satisfaction in the observation group was significantly higher than the control group.Conclusion:Compared with traditional teaching methods,applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects.Students’mastery of theoretical knowledge,first aid practical skills,and clinical thinking skills can be effectively strengthened,and it is conducive to improving teaching satisfaction.
文摘Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.
文摘Objective: To explore and analyze the effect of the WeChat platform combined with the PBL teaching method in the standardized training of anesthesia residents. Methods: 120 anesthesiology residents from January 2018 to the end of December 2019 were selected, and divided into a control group and an observation group of 60 each according to the time sequence of admission. The control group adopted the conventional teaching mode, and the observation group adopted the WeChat platform combined PBL teaching method. The scores of theoretical knowledge and anesthesia skills operation after training, the scores of the teaching interest survey, and the satisfaction with the teaching mode between the two groups were compared. Results: The scores of theoretical knowledge and anesthesia skills operation in the observation group were significantly higher than those in the control group, and the indicators of teaching interest in the observation group were also higher than those in the control group. The differences were statistically significant (P < 0.05). The satisfaction degree of the observation group was significantly higher than that of the control group, and the difference was also statistically significant (P < 0.05). Conclusion: The WeChat platform combined with the PBL teaching method is beneficial to improve the training effect of anesthesiology residents, stimulating autonomous learning ability, ensuring the effective practice of theoretical knowledge, and promoting them to move towards a higher standard of anesthesia skills.
文摘Concomitant with the advancement of contemporary medical technology,the significance of perioperative nursing has been increasingly accentuated,necessitating elevated standards for the pedagogy of perioperative nursing.Presently,the PBL(problem-based learning)pedagogical approach,when integrated with CBL(case-based learning),has garnered considerable interest.An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing.Findings indicate that this integrative teaching methodology not only enhances students’theoretical knowledge,practical competencies,and collaborative skills but also contributes to the elevation of teaching quality.In conclusion,the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education.Nevertheless,it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.
