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
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
Objective: to explore the application of PBL teaching method in teaching elderly hypertensive diseases. Methods: in this study, 32 interns from Peoples Hospital of Xinjiang Uygur Autonomous Region from January 2020 to...Objective: to explore the application of PBL teaching method in teaching elderly hypertensive diseases. Methods: in this study, 32 interns from Peoples Hospital of Xinjiang Uygur Autonomous Region from January 2020 to January 2022 were selected as research objects, and they were divided into control group (traditional teaching method) and observation group (PBL teaching method), with 16 cases in both groups. Compare the effects of the two groups. Results: the teaching effect of the observation group is better than that of the control group (P<0.05);the examination result of the observation group is higher than that of the control group (P<0.05);the clinical teaching quality of the observation group is higher than that of the control group (P<0.05);the compliance of the observation group to teaching is better than that of the control group (P<0.05), and the satisfaction of the observation group is higher than that of the control group (P<0.05). Conclusion: for interns, PBL teaching method can improve their learning initiative, improve their theoretical and practical achievements, enable students to master disease-related knowledge and improve their compliance and satisfaction with teaching, which is worthy of clinical promotion and application.展开更多
Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who ente...Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who entered the same hospital for internship in 2020.The numerical ranking method was used for blind-selection and grouping,where 25 nursing interns were divided into the control group and the internship group each.Among them,the nursing interns in the control group adopted routine nursing teaching management,and the nursing interns in the training group used PBL teaching method for teaching management.The teaching satisfaction rate,teaching quality and knowledge awareness rate of the two groups were compared.Results:Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method,and p<0.05.Conclusion:Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems,on-site answering is carried out in the way of nursing internship,so that the knowledge of nursing students in the practicing stage will be more in-depth,and the effects and quality of the nursing internship have been steadily improved,which has certain value of promotion in teaching.展开更多
With the progress of the times, China's medical technology is also developing rapidly. In order to meet people's demand for excellent medical talents, various medical colleges have introduced PBL teaching meth...With the progress of the times, China's medical technology is also developing rapidly. In order to meet people's demand for excellent medical talents, various medical colleges have introduced PBL teaching methods to train students. The introduction of this teaching method has made disruptive changes in the classroom education system, and the benefits are good or bad. This paper discusses the current situation of PBL teaching application and its impact on the scores of students' theoretical knowledge and skills, hoping to provide reference value for the follow-up application of PBL teaching in practice.展开更多
In recent years, China's economy continues to progress and development, the quality of life of the public continues to improve, people are more focused on the importance of education activities. From the clinical ...In recent years, China's economy continues to progress and development, the quality of life of the public continues to improve, people are more focused on the importance of education activities. From the clinical nursing professional teaching level analysis, the use of traditional teaching methods, there are low efficiency and quality, most of the students are not interested in the situation. The introduction of PBL teaching method is helpful to promote the smooth development of clinical nursing teaching activities and stimulate students' interest in professional knowledge. This paper first elaborated the basic concept of PBL teaching method, and then emphatically explored the application significance of PBL teaching method in clinical nursing teaching. Based on this, this paper puts forward the strategies of elaborately designing question tasks, paying attention to classroom cooperative inquiry learning, and carrying out comprehensive evaluation. The specific contents are as follows.展开更多
Objective: to analyze the effect of PBL for the practice. Methods: 66 clinical medical interns were selected, and 33 cases from the control group (traditional teaching) and observation group (PBL teaching with simulat...Objective: to analyze the effect of PBL for the practice. Methods: 66 clinical medical interns were selected, and 33 cases from the control group (traditional teaching) and observation group (PBL teaching with simulation operation teaching mode) were randomly assigned. Results: compared with the control group, the observation group had high theoretical scores, practical operation score and total score, the interns were highly satisfied with teaching, and the teaching quality (teaching effect, teaching method, teaching content, teaching attitude) and teaching mode evaluation scores (P <0.05). Conclusion: the PBL teaching mode can fully mobilize the students' enthusiasm, stimulate their creativity, improve their ability to use knowledge, enhance their practical ability, and optimize their teaching quality.展开更多
At present, with the rapid economic and social development in our country, the continuous enhancement of our comprehensive national strength and the increasing international influence, more and more international frie...At present, with the rapid economic and social development in our country, the continuous enhancement of our comprehensive national strength and the increasing international influence, more and more international friends choose to come to China to learn knowledge. Among all foreign students, more than half are medical students. In the teaching of medical imaging for foreign students, imaging probation occupies a very important position. It plays a role as a bridge in the process of the transition from theory to clinical practice. It is particularly important to cultivate students' ability of thinking in images and use appropriate and effective probation teaching forms. In view of the above characteristics, the application of mind map combined with PBL teaching method in medical imaging teaching plays an important role in promoting the formation of a complete and systematic knowledge structure system for foreign students. At the same time, it is also convenient for trainee teachers to monitor the learning dynamics of foreign students in real time, attract the attention of foreign students in studying medical imaging, promote the interaction between teachers and students, activate the classroom atmosphere, and fully and timely deepen the communication and emotional exchange between teachers and students;The mind map combined with PBL teaching method can fully mobilize the learning interest of foreign students, enable foreign students to have a more thorough understanding of the learning content, and further deepen the memory of what they have learned. The mind map combined with PBL teaching method can improve students' ability of self-expression and communication from various aspects, reduce the learning burden of foreign students to a certain extent, improve students' ability of autonomous learning, and enable foreign students to have their own relatively fixed thinking mode when analyzing and dealing with problems.展开更多
Objective: to compare the teaching effect of PBL and LBL in the standardized training of traditional Chinese medicine ophthalmology. Methods: a total of 40 students were selected from the affiliated hospital of Shando...Objective: to compare the teaching effect of PBL and LBL in the standardized training of traditional Chinese medicine ophthalmology. Methods: a total of 40 students were selected from the affiliated hospital of Shandong University of Traditional Chinese Medicine for standardized ophthalmology training in February and March 2022. February was taken as the observation group and March was taken as the control group. Each group of 20 students were taught PBL and LBL in clinical practice, and were taught after completion. Results: teaching results, learning interest, teaching satisfaction, examination results and other indicators of teaching quality were better than those of the control group, and there were significant differences between the two indicators (P<0.05). Results: compared with LBL, PBL can stimulate students learning enthusiasm and make English learning more effective. It is worthy of active promotion in standardized training and teaching of ophthalmology of traditional Chinese medicine.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
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
Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students...Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.展开更多
Objective: to analyze the application effect of PBL+PCMC teaching model in clinical nursing teaching of endocrinology department. Methods: a total of 94 nursing interns from June 2017 to September 2019 in our hospital...Objective: to analyze the application effect of PBL+PCMC teaching model in clinical nursing teaching of endocrinology department. Methods: a total of 94 nursing interns from June 2017 to September 2019 in our hospital were selected as the research object. They were randomly divided into the comparison group and the observation group with 47 in each group. The former received routine nursing instruction and the latter received PBL+PCMC teaching mode. A comparative analysis was made on the teaching effects of the two groups. Results: the statistical results of theoretical results, practical results and total teaching satisfaction of the experimental group were significantly higher than those of the comparative group (P < 0.05), with significant statistical difference. Conclusion: the application of PBL+PCMC teaching model in clinical nursing teaching of endocrinology department can effectively promote the improvement of theoretical knowledge and skills of nursing interns, which is of great significance in promoting the improvement of teaching satisfaction.展开更多
Objective: to compare and analyze the application effects of problem-based learning (PBL) and clinical case-based learning (CBL) in respiratory medicine teaching. Methods: research time: from March 2020 to March 2021,...Objective: to compare and analyze the application effects of problem-based learning (PBL) and clinical case-based learning (CBL) in respiratory medicine teaching. Methods: research time: from March 2020 to March 2021, the research object was 100 junior medical students majoring in clinical medicine. They were divided into PBL group (50 cases, PBL teaching) and CBL group (50 cases, CBL teaching) according to different teaching methods. The comprehensive teaching effect of the two groups of students was analyzed. Results: in terms of theoretical assessment score, the PBL group was higher than the CBL group. In terms of practical operation score, the CBL group was higher than the PBL group. In clinical thinking ability self-assessment score, case analysis and communication skills self-assessment, CBL teaching method is higher than PBL teaching method, the difference is statistically significant (P < 0.05);The satisfactory rate of PBL and CBL was 94.00% and 96.00%, respectively, with no significant difference (χ2=0.211, P=0.646). Conclusion: in the teaching of respiratory medicine, PBL and CBL have their own advantages. The former focuses on theoretical teaching, while the latter focuses on clinical practice and ability training. The specific application can effectively combine the two to improve the teaching effect of respiratory medicine.展开更多
Objective: to analyze the effect of PBL combined with CBL teaching on ophthalmic nursing interns by clinical teachers. Methods: the time span of the study was from September 2019 to September 2020. The subjects of the...Objective: to analyze the effect of PBL combined with CBL teaching on ophthalmic nursing interns by clinical teachers. Methods: the time span of the study was from September 2019 to September 2020. The subjects of the study were mainly ophthalmology nursing interns from our hospital. A total of 82 ophthalmology nursing interns were included in the study. They were grouped based on teachers' teaching methods. The interns who received traditional teaching methods were included in the comparison group, and the interns who received PBL combined with CBL teaching were included in the experiment group. The teaching effects of the two groups were compared. Results: the examination results and nursing ability scores of the nursing interns in the experimental group were higher than those in the control group (p<0.05). Conclusion: the application of PBL combined with CBL teaching method in ophthalmology nursing interns can improve the assessment results and working ability of nursing interns.展开更多
Pediatrics is one of the clinical professional courses that is highly practical.The traditional single teaching method is inconducive to stimulating students’interest in learning,resulting in a poor classroom teachin...Pediatrics is one of the clinical professional courses that is highly practical.The traditional single teaching method is inconducive to stimulating students’interest in learning,resulting in a poor classroom teaching effect.To change the traditional single teaching model and promote and improve the development of pediatric teaching,according to the level of pediatric teaching,colleges can consider combining two teaching methods to carry out pediatric teaching.The main research in this paper is the combination of PBL(problem-based learning)teaching and CBS(case-based study)teaching.An overview of the two teaching methods is first given,and then the application significance of the combination of the two teaching methods is analyzed.Lastly,it explores the specific implementation of hybrid teaching methods in pediatric teaching.展开更多
The undergraduate education of nursing science produces higher practical operational talents to the society,and the importance of experimental teaching cannot be ignored in the training of nursing students.The basic e...The undergraduate education of nursing science produces higher practical operational talents to the society,and the importance of experimental teaching cannot be ignored in the training of nursing students.The basic experimental teaching method of undergraduate nursing has been explored and reformed by the College of Basic Medicine of Guangxi University of Chinese Medicine.After the reform,the experimental teaching adopts the teaching method of PBL mode,and the experimental course is composed of several specific and important medical problems.The specific tasks involved in each problem include relevant morphological knowledge,functional knowledge,diagnostic and laboratory knowledge,and clinical medical knowledge.It makes the teaching content of experimental course more comprehensive,and leads to the transition from basic medicine to clinical medicine.This has gradually and effectively improved the practical ability,scientific research thinking,clinical comprehensive ability and learning interest of undergraduate nursing students.展开更多
Objective: to analyze the influence of "PBL" based community nursing online practice mode on the autonomous learning ability of undergraduate nursing students during this special period. Methods: 501 nursing...Objective: to analyze the influence of "PBL" based community nursing online practice mode on the autonomous learning ability of undergraduate nursing students during this special period. Methods: 501 nursing students from a certain university were selected in a cluster for research. The online practice mode of community nursing based on "PBL" was applied. The practice mode was mainly online video learning + literature reading + group discussion + theme report + knowledge expansion training. Before and after the practice, a questionnaire survey was conducted using the self-regulated learning ability scale. Results: the total score of self-regulated learning ability of undergraduate nursing students after practice (100.19 ± 8.59) was significantly higher than that before practice (98.14 ± 7.98), and the difference was statistically significant (P 0.05);In all dimensions, the scores of information management ability and learning cooperation ability after internship were higher than those before internship, and the difference was statistically significant (P 0.05);But there was no significant difference in self-management ability before and after treatment (P > 0.05). Conclusion: "PBL" based community nursing online practice mode can significantly improve students autonomous learning ability, which can be further studied and applied in community nursing practice.展开更多
Economic history,as a core course for undergraduates in economics,contains rich educational content.Based on this,this paper proposes the use of a problem-based learning(PBL)approach in the teaching of economic histor...Economic history,as a core course for undergraduates in economics,contains rich educational content.Based on this,this paper proposes the use of a problem-based learning(PBL)approach in the teaching of economic history.The method involves teachers proposing topics and questions,with students completing the tasks,thereby deepening their understanding of economic history.The results of teaching practice have shown significant effectiveness and provide a reference path for the implementation of economic history teaching,broadening the approach to curriculum implementation.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Objective: to explore the application of PBL teaching method in teaching elderly hypertensive diseases. Methods: in this study, 32 interns from Peoples Hospital of Xinjiang Uygur Autonomous Region from January 2020 to January 2022 were selected as research objects, and they were divided into control group (traditional teaching method) and observation group (PBL teaching method), with 16 cases in both groups. Compare the effects of the two groups. Results: the teaching effect of the observation group is better than that of the control group (P<0.05);the examination result of the observation group is higher than that of the control group (P<0.05);the clinical teaching quality of the observation group is higher than that of the control group (P<0.05);the compliance of the observation group to teaching is better than that of the control group (P<0.05), and the satisfaction of the observation group is higher than that of the control group (P<0.05). Conclusion: for interns, PBL teaching method can improve their learning initiative, improve their theoretical and practical achievements, enable students to master disease-related knowledge and improve their compliance and satisfaction with teaching, which is worthy of clinical promotion and application.
文摘Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who entered the same hospital for internship in 2020.The numerical ranking method was used for blind-selection and grouping,where 25 nursing interns were divided into the control group and the internship group each.Among them,the nursing interns in the control group adopted routine nursing teaching management,and the nursing interns in the training group used PBL teaching method for teaching management.The teaching satisfaction rate,teaching quality and knowledge awareness rate of the two groups were compared.Results:Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method,and p<0.05.Conclusion:Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems,on-site answering is carried out in the way of nursing internship,so that the knowledge of nursing students in the practicing stage will be more in-depth,and the effects and quality of the nursing internship have been steadily improved,which has certain value of promotion in teaching.
文摘With the progress of the times, China's medical technology is also developing rapidly. In order to meet people's demand for excellent medical talents, various medical colleges have introduced PBL teaching methods to train students. The introduction of this teaching method has made disruptive changes in the classroom education system, and the benefits are good or bad. This paper discusses the current situation of PBL teaching application and its impact on the scores of students' theoretical knowledge and skills, hoping to provide reference value for the follow-up application of PBL teaching in practice.
文摘In recent years, China's economy continues to progress and development, the quality of life of the public continues to improve, people are more focused on the importance of education activities. From the clinical nursing professional teaching level analysis, the use of traditional teaching methods, there are low efficiency and quality, most of the students are not interested in the situation. The introduction of PBL teaching method is helpful to promote the smooth development of clinical nursing teaching activities and stimulate students' interest in professional knowledge. This paper first elaborated the basic concept of PBL teaching method, and then emphatically explored the application significance of PBL teaching method in clinical nursing teaching. Based on this, this paper puts forward the strategies of elaborately designing question tasks, paying attention to classroom cooperative inquiry learning, and carrying out comprehensive evaluation. The specific contents are as follows.
文摘Objective: to analyze the effect of PBL for the practice. Methods: 66 clinical medical interns were selected, and 33 cases from the control group (traditional teaching) and observation group (PBL teaching with simulation operation teaching mode) were randomly assigned. Results: compared with the control group, the observation group had high theoretical scores, practical operation score and total score, the interns were highly satisfied with teaching, and the teaching quality (teaching effect, teaching method, teaching content, teaching attitude) and teaching mode evaluation scores (P <0.05). Conclusion: the PBL teaching mode can fully mobilize the students' enthusiasm, stimulate their creativity, improve their ability to use knowledge, enhance their practical ability, and optimize their teaching quality.
文摘At present, with the rapid economic and social development in our country, the continuous enhancement of our comprehensive national strength and the increasing international influence, more and more international friends choose to come to China to learn knowledge. Among all foreign students, more than half are medical students. In the teaching of medical imaging for foreign students, imaging probation occupies a very important position. It plays a role as a bridge in the process of the transition from theory to clinical practice. It is particularly important to cultivate students' ability of thinking in images and use appropriate and effective probation teaching forms. In view of the above characteristics, the application of mind map combined with PBL teaching method in medical imaging teaching plays an important role in promoting the formation of a complete and systematic knowledge structure system for foreign students. At the same time, it is also convenient for trainee teachers to monitor the learning dynamics of foreign students in real time, attract the attention of foreign students in studying medical imaging, promote the interaction between teachers and students, activate the classroom atmosphere, and fully and timely deepen the communication and emotional exchange between teachers and students;The mind map combined with PBL teaching method can fully mobilize the learning interest of foreign students, enable foreign students to have a more thorough understanding of the learning content, and further deepen the memory of what they have learned. The mind map combined with PBL teaching method can improve students' ability of self-expression and communication from various aspects, reduce the learning burden of foreign students to a certain extent, improve students' ability of autonomous learning, and enable foreign students to have their own relatively fixed thinking mode when analyzing and dealing with problems.
文摘Objective: to compare the teaching effect of PBL and LBL in the standardized training of traditional Chinese medicine ophthalmology. Methods: a total of 40 students were selected from the affiliated hospital of Shandong University of Traditional Chinese Medicine for standardized ophthalmology training in February and March 2022. February was taken as the observation group and March was taken as the control group. Each group of 20 students were taught PBL and LBL in clinical practice, and were taught after completion. Results: teaching results, learning interest, teaching satisfaction, examination results and other indicators of teaching quality were better than those of the control group, and there were significant differences between the two indicators (P<0.05). Results: compared with LBL, PBL can stimulate students learning enthusiasm and make English learning more effective. It is worthy of active promotion in standardized training and teaching of ophthalmology of traditional Chinese medicine.
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.
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Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.
文摘Objective: to analyze the application effect of PBL+PCMC teaching model in clinical nursing teaching of endocrinology department. Methods: a total of 94 nursing interns from June 2017 to September 2019 in our hospital were selected as the research object. They were randomly divided into the comparison group and the observation group with 47 in each group. The former received routine nursing instruction and the latter received PBL+PCMC teaching mode. A comparative analysis was made on the teaching effects of the two groups. Results: the statistical results of theoretical results, practical results and total teaching satisfaction of the experimental group were significantly higher than those of the comparative group (P < 0.05), with significant statistical difference. Conclusion: the application of PBL+PCMC teaching model in clinical nursing teaching of endocrinology department can effectively promote the improvement of theoretical knowledge and skills of nursing interns, which is of great significance in promoting the improvement of teaching satisfaction.
文摘Objective: to compare and analyze the application effects of problem-based learning (PBL) and clinical case-based learning (CBL) in respiratory medicine teaching. Methods: research time: from March 2020 to March 2021, the research object was 100 junior medical students majoring in clinical medicine. They were divided into PBL group (50 cases, PBL teaching) and CBL group (50 cases, CBL teaching) according to different teaching methods. The comprehensive teaching effect of the two groups of students was analyzed. Results: in terms of theoretical assessment score, the PBL group was higher than the CBL group. In terms of practical operation score, the CBL group was higher than the PBL group. In clinical thinking ability self-assessment score, case analysis and communication skills self-assessment, CBL teaching method is higher than PBL teaching method, the difference is statistically significant (P < 0.05);The satisfactory rate of PBL and CBL was 94.00% and 96.00%, respectively, with no significant difference (χ2=0.211, P=0.646). Conclusion: in the teaching of respiratory medicine, PBL and CBL have their own advantages. The former focuses on theoretical teaching, while the latter focuses on clinical practice and ability training. The specific application can effectively combine the two to improve the teaching effect of respiratory medicine.
文摘Objective: to analyze the effect of PBL combined with CBL teaching on ophthalmic nursing interns by clinical teachers. Methods: the time span of the study was from September 2019 to September 2020. The subjects of the study were mainly ophthalmology nursing interns from our hospital. A total of 82 ophthalmology nursing interns were included in the study. They were grouped based on teachers' teaching methods. The interns who received traditional teaching methods were included in the comparison group, and the interns who received PBL combined with CBL teaching were included in the experiment group. The teaching effects of the two groups were compared. Results: the examination results and nursing ability scores of the nursing interns in the experimental group were higher than those in the control group (p<0.05). Conclusion: the application of PBL combined with CBL teaching method in ophthalmology nursing interns can improve the assessment results and working ability of nursing interns.
文摘Pediatrics is one of the clinical professional courses that is highly practical.The traditional single teaching method is inconducive to stimulating students’interest in learning,resulting in a poor classroom teaching effect.To change the traditional single teaching model and promote and improve the development of pediatric teaching,according to the level of pediatric teaching,colleges can consider combining two teaching methods to carry out pediatric teaching.The main research in this paper is the combination of PBL(problem-based learning)teaching and CBS(case-based study)teaching.An overview of the two teaching methods is first given,and then the application significance of the combination of the two teaching methods is analyzed.Lastly,it explores the specific implementation of hybrid teaching methods in pediatric teaching.
基金Guangxi Higher Education Undergraduate Teaching Reform Project:Basic Medical Comprehensive Experimental Course Reform for Nursing Undergraduates in Traditional Chinese Medicine Colleges and Universities Based on PBL Learning Model(2017JGB276)Key Project of Guangxi Higher Education Undergraduate Teaching Reform:Research on Teaching Reform of Colleges and Departments under Higher Education Evaluation and Certification System(2016JGZ133)+1 种基金Education and Teaching Research and Reform Project of Guangxi University of Chinese Medicine:Related Reform and Research to Cultivate Students Autonomous Learning Ability(2017ZB01)Key Project of Guangxi Higher Education Undergraduate Teaching Reform:Reform and Research on the Construction of the Open Course of Histology and Embryology in Colleges of Traditional Chinese Medicine Based on Online and Offline Mixed Teaching Mode(2019JGZ125)。
文摘The undergraduate education of nursing science produces higher practical operational talents to the society,and the importance of experimental teaching cannot be ignored in the training of nursing students.The basic experimental teaching method of undergraduate nursing has been explored and reformed by the College of Basic Medicine of Guangxi University of Chinese Medicine.After the reform,the experimental teaching adopts the teaching method of PBL mode,and the experimental course is composed of several specific and important medical problems.The specific tasks involved in each problem include relevant morphological knowledge,functional knowledge,diagnostic and laboratory knowledge,and clinical medical knowledge.It makes the teaching content of experimental course more comprehensive,and leads to the transition from basic medicine to clinical medicine.This has gradually and effectively improved the practical ability,scientific research thinking,clinical comprehensive ability and learning interest of undergraduate nursing students.
文摘Objective: to analyze the influence of "PBL" based community nursing online practice mode on the autonomous learning ability of undergraduate nursing students during this special period. Methods: 501 nursing students from a certain university were selected in a cluster for research. The online practice mode of community nursing based on "PBL" was applied. The practice mode was mainly online video learning + literature reading + group discussion + theme report + knowledge expansion training. Before and after the practice, a questionnaire survey was conducted using the self-regulated learning ability scale. Results: the total score of self-regulated learning ability of undergraduate nursing students after practice (100.19 ± 8.59) was significantly higher than that before practice (98.14 ± 7.98), and the difference was statistically significant (P 0.05);In all dimensions, the scores of information management ability and learning cooperation ability after internship were higher than those before internship, and the difference was statistically significant (P 0.05);But there was no significant difference in self-management ability before and after treatment (P > 0.05). Conclusion: "PBL" based community nursing online practice mode can significantly improve students autonomous learning ability, which can be further studied and applied in community nursing practice.
基金Education and Teaching Reform Fund Project at China University of Petroleum(Beijing),Karamay Campus-"Curriculum Research on the Design of Economic History Teaching Resources and Ideological and Political Integration Based on PBL Teaching Method."。
文摘Economic history,as a core course for undergraduates in economics,contains rich educational content.Based on this,this paper proposes the use of a problem-based learning(PBL)approach in the teaching of economic history.The method involves teachers proposing topics and questions,with students completing the tasks,thereby deepening their understanding of economic history.The results of teaching practice have shown significant effectiveness and provide a reference path for the implementation of economic history teaching,broadening the approach to curriculum implementation.
