Objective:To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre.Methods:100 nursing students in the health management centre of ou...Objective:To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre.Methods:100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019,in which students of the control group were treated with routine teaching,while those of the experimental group were treated with layered progressive teaching.Then,the teaching effect of the two groups was compared and analysed.Results:The assessment results of nursing students in the two groups were compared,in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were(94.34±2.33)and(90.45±2.20)respectively.By contrast,the score of students in the control group was lower and the difference between the two groups was not significant(P<0.50).The teaching effect of students in the experimental group is more significant.Conclusion:During the process of nursing teaching in the Health Management Centre,the progressive teaching method showed a significant clinical effect and could effectively enhance students’scores.Therefore,it is positively significant for clinical development.展开更多
Qi is the core concept that runs through the theory of traditional Chinese medicine.It is the basic connection between ancient philosophy and traditional Chinese medicine.It is the most difficult and most key point of...Qi is the core concept that runs through the theory of traditional Chinese medicine.It is the basic connection between ancient philosophy and traditional Chinese medicine.It is the most difficult and most key point of students’learning.Considering the characteristics of the course and the cognitive style of students,we use constructivist cognitive theory as a reference to design progressive teaching of the Qi content included in the course textbook.The process consists of two parts.The first part is the construction of the basic theory.Students are guided as they build schemata of basic concepts to assemble a deep understanding.They then take the initiative,and participate in the explanation,thereby completely internalizing the knowledge.The second part of the process is clinical skill training in collecting,sorting and writing medical records.In the end we have achieved the teaching goal of driving students’interest in learning,providing them with basic theoretical knowledge,and exercising the comprehensive practical problem solving skills,while cultivating the style of thinking required by practitioners of traditional Chinese medicine.展开更多
Objective: explore the application value of hierarchical and progressive case teaching in clinical teaching of gynecology of traditional Chinese medicine. Methods: 56 students from one class of 2018 in the five-year p...Objective: explore the application value of hierarchical and progressive case teaching in clinical teaching of gynecology of traditional Chinese medicine. Methods: 56 students from one class of 2018 in the five-year program of traditional Chinese medicine major of our school were selected as the research objects from March to June 2022. One class was randomly selected as the observation group, and the other was the control group, with 28 students in each class. The control group adopted the traditional teaching method, and the observation group adopted the hierarchical progressive case teaching method to evaluate the assessment results, teaching effects and teaching satisfaction of the two groups. Results: the assessment pass rate of the observation group was 100.0%, significantly higher than that of the control group by 82.14% (P 0.05). The teaching satisfaction rate was 100.0%, 96.43%, 100.0%, 100.0% and 96.43%, significantly higher than the control group, 82.14%, 78.57%, 82.14%, 78.57% and 78.57% (P 0.05). The suitability of the teaching mode of the observation group and the active recognition of classroom atmosphere were 100.0% and 100.0% were significantly higher than 60.00% and 50.00% (P 0.05) in the teaching mode of teachers (P> 0.05). Conclusion: the implementation of hierarchical and progressive case teaching method in the clinical teaching of TCM gynecology can improve students assessment performance, improve the effect of classroom teaching, and obtain the recognition of teachers. Moreover, students satisfaction with the teaching mode is high, which is worth promoting.展开更多
文摘Objective:To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre.Methods:100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019,in which students of the control group were treated with routine teaching,while those of the experimental group were treated with layered progressive teaching.Then,the teaching effect of the two groups was compared and analysed.Results:The assessment results of nursing students in the two groups were compared,in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were(94.34±2.33)and(90.45±2.20)respectively.By contrast,the score of students in the control group was lower and the difference between the two groups was not significant(P<0.50).The teaching effect of students in the experimental group is more significant.Conclusion:During the process of nursing teaching in the Health Management Centre,the progressive teaching method showed a significant clinical effect and could effectively enhance students’scores.Therefore,it is positively significant for clinical development.
文摘Qi is the core concept that runs through the theory of traditional Chinese medicine.It is the basic connection between ancient philosophy and traditional Chinese medicine.It is the most difficult and most key point of students’learning.Considering the characteristics of the course and the cognitive style of students,we use constructivist cognitive theory as a reference to design progressive teaching of the Qi content included in the course textbook.The process consists of two parts.The first part is the construction of the basic theory.Students are guided as they build schemata of basic concepts to assemble a deep understanding.They then take the initiative,and participate in the explanation,thereby completely internalizing the knowledge.The second part of the process is clinical skill training in collecting,sorting and writing medical records.In the end we have achieved the teaching goal of driving students’interest in learning,providing them with basic theoretical knowledge,and exercising the comprehensive practical problem solving skills,while cultivating the style of thinking required by practitioners of traditional Chinese medicine.
文摘Objective: explore the application value of hierarchical and progressive case teaching in clinical teaching of gynecology of traditional Chinese medicine. Methods: 56 students from one class of 2018 in the five-year program of traditional Chinese medicine major of our school were selected as the research objects from March to June 2022. One class was randomly selected as the observation group, and the other was the control group, with 28 students in each class. The control group adopted the traditional teaching method, and the observation group adopted the hierarchical progressive case teaching method to evaluate the assessment results, teaching effects and teaching satisfaction of the two groups. Results: the assessment pass rate of the observation group was 100.0%, significantly higher than that of the control group by 82.14% (P 0.05). The teaching satisfaction rate was 100.0%, 96.43%, 100.0%, 100.0% and 96.43%, significantly higher than the control group, 82.14%, 78.57%, 82.14%, 78.57% and 78.57% (P 0.05). The suitability of the teaching mode of the observation group and the active recognition of classroom atmosphere were 100.0% and 100.0% were significantly higher than 60.00% and 50.00% (P 0.05) in the teaching mode of teachers (P> 0.05). Conclusion: the implementation of hierarchical and progressive case teaching method in the clinical teaching of TCM gynecology can improve students assessment performance, improve the effect of classroom teaching, and obtain the recognition of teachers. Moreover, students satisfaction with the teaching mode is high, which is worth promoting.
