Objective: to observe the effectiveness of scene simulation teaching method in surgical nursing practice. Methods: in September of 1950s, the residents of our hospital were randomly divided into two groups. The contro...Objective: to observe the effectiveness of scene simulation teaching method in surgical nursing practice. Methods: in September of 1950s, the residents of our hospital were randomly divided into two groups. The control group (n30) used traditional teaching method, while the research group (n30) used simulated situational teaching method. Results: the theoretical score of the research group was (87.58-5.78) and that of the control group was (73.12-4.86). The scores of professional skills and comprehensive accomplishment of the research group were higher than those of the control group, with statistical significance (p 0.05). The satisfaction of the study group and the control group was 96.7% and 73.3% respectively, with significant difference between the two groups (p 0.05). Conclusion: scene simulation teaching method in surgical nursing practice can effectively improve students assessment results, help students to master the corresponding nursing skills, and has the value of popularization and application.展开更多
Objective: explore the significance of MDT combined with scenario simulation teaching in the training and teaching of intensive care medicine residents. Method: experimental control method was used in this study. Eigh...Objective: explore the significance of MDT combined with scenario simulation teaching in the training and teaching of intensive care medicine residents. Method: experimental control method was used in this study. Eighty-one physicians who received standardized resident training in the department of critical care medicine of our hospital from September 2019 to December 2020 were selected as the research subjects. Among them, 46 physicians who participated in the standardized training of critical care medicine from September to December 2020 were assigned to the experimental group. MDT combined with scenario simulation teaching mode was used for teaching, including cardiopulmonary resuscitation, shock management process and dyspnea management process. Thirty-five physicians who participated in the training from September to December 2019 served as the control group, and compared with the same period of the previous year, the teaching effect was evaluated. Results: the reorganized students were better than the control group in clinical operation assessment, after-school active learning, satisfaction and teamwork ability, with statistical significance (P < 0.05). Conclusion: MDT combined with scenario simulation teaching mode has positive significance in the cultivation of operation ability, learning enthusiasm and teamwork ability of critical medicine residents.展开更多
文摘Objective: to observe the effectiveness of scene simulation teaching method in surgical nursing practice. Methods: in September of 1950s, the residents of our hospital were randomly divided into two groups. The control group (n30) used traditional teaching method, while the research group (n30) used simulated situational teaching method. Results: the theoretical score of the research group was (87.58-5.78) and that of the control group was (73.12-4.86). The scores of professional skills and comprehensive accomplishment of the research group were higher than those of the control group, with statistical significance (p 0.05). The satisfaction of the study group and the control group was 96.7% and 73.3% respectively, with significant difference between the two groups (p 0.05). Conclusion: scene simulation teaching method in surgical nursing practice can effectively improve students assessment results, help students to master the corresponding nursing skills, and has the value of popularization and application.
文摘Objective: explore the significance of MDT combined with scenario simulation teaching in the training and teaching of intensive care medicine residents. Method: experimental control method was used in this study. Eighty-one physicians who received standardized resident training in the department of critical care medicine of our hospital from September 2019 to December 2020 were selected as the research subjects. Among them, 46 physicians who participated in the standardized training of critical care medicine from September to December 2020 were assigned to the experimental group. MDT combined with scenario simulation teaching mode was used for teaching, including cardiopulmonary resuscitation, shock management process and dyspnea management process. Thirty-five physicians who participated in the training from September to December 2019 served as the control group, and compared with the same period of the previous year, the teaching effect was evaluated. Results: the reorganized students were better than the control group in clinical operation assessment, after-school active learning, satisfaction and teamwork ability, with statistical significance (P < 0.05). Conclusion: MDT combined with scenario simulation teaching mode has positive significance in the cultivation of operation ability, learning enthusiasm and teamwork ability of critical medicine residents.
