Objective: To explore the application of Deliberate Practice-based simulated teaching in clinical teaching of medical nursing. Methods: 160 undergraduate student nurses were divided into the experimental group (80) an...Objective: To explore the application of Deliberate Practice-based simulated teaching in clinical teaching of medical nursing. Methods: 160 undergraduate student nurses were divided into the experimental group (80) and the control group (80) by using the convenience sampling method. Both groups were exposed to staged nurse core competence training. In the control group, standardized patients were employed for training, after which group discussion and oral presentation were included;in the experimental group, teaching was designed based on Deliberate Practice, wherein high-fidelity simulation system was used and video-assisted guiding feedback after training was involved. Results: After four teaching cycles, the nurse core competence score of the experimental group was significantly higher than that of the control group (P Conclusion: Deliberate Practice-based simulated learning can effectively improve clinical teaching performance of medical nursing.展开更多
With the rapid development of modern medical education,traditional teaching methods are unable to meet the needs and have obvious limitations.In this situation,simulation teaching,as an innovative teaching method,has ...With the rapid development of modern medical education,traditional teaching methods are unable to meet the needs and have obvious limitations.In this situation,simulation teaching,as an innovative teaching method,has gradually become a focus in the educational practice of diagnosis and internal medicine,demonstrating irreplaceable advantages.Simulated teaching is a teaching strategy that involves the careful design and guidance of a mentor,role-playing,entering a special context constructed by the mentor,using professional teaching equipment,and reproducing real medical scenes in a simulated environment.Simulation teaching,as an effective alternative method,has gradually become increasingly important in the field of medical education,receiving widespread attention and application,and has become an important way to solve current teaching problems.展开更多
Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 unde...Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.展开更多
Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Meth...Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Methods:A randomized controlled trial was used to select 220 trainee nurses from a hospital in 2024 and randomly divided them into the experimental group(n=110)and the control group(n=110).The control group adopted the traditional theory teaching+skill operation demonstration teaching method,while the experimental group implemented the in-situ simulation teaching plan integrating the ideological and political concepts of the curriculum on the basis of the traditional teaching.The scores of the first aid skills operation assessment,the Chinese version of the Jefferson Empathy Scale(JSE-NS),the Nursing Student Professional Identity Scale,and the Humanistic Care Ability Scale(CAI)were compared between the two groups after the intervention.Results:After the intervention,the scores of the first aid skills operation assessment,the total score of JSE-NS and each dimension,the total score of professional identity,and the total score of CAI and each dimension of the nursing students in the experimental group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion:The in-situ simulation teaching method based on the concept of ideological and political education in the curriculum can effectively enhance the first aid skills level,empathy ability,professional identity and humanistic care ability of trainee nurses,and is an effective way to achieve the deep integration of first aid skills training and ideological and political education.展开更多
BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teachin...BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.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
Objective: To explore the effectiveness of applying patient simulators combined with Internet Plus scenario simulation teaching models on intravenous (IV) infusion nursing education, and to provide scientific evidence...Objective: To explore the effectiveness of applying patient simulators combined with Internet Plus scenario simulation teaching models on intravenous (IV) infusion nursing education, and to provide scientific evidence for the implementation of advanced teaching models in future nursing education. Methods: Enrolled 60 nurses who took the IV infusion therapy training program in our hospital from January 2022 to December 2023 for research. 30 nurses who were trained in traditional teaching models from January to December 2022 were selected as the control group, and 30 nurses who were trained with simulation-based teaching models with methods including simulated patients, internet, online meetings which can be replayed and scenario simulation, etc. from January to December 2023 were selected as the experimental group. Evaluated the learning outcomes based on the Competency Inventory for Nursing Students (CINS), Problem-Solving Inventory (PSI), comprehensive learning ability, scientific research ability, and proficiency in the theoretical knowledge and practical skills of IV infusion therapy. Nursing quality, the incidence of IV infusion therapy complications and nurse satisfaction with different teaching models were also measured. Results: The scientific research ability, PSI scores, CINS scores, and comprehensive learning ability of the experimental group were better than those of the control group (P 0.05), and their assessment results of practical skills, nursing quality of IV infusion therapy during training, and satisfaction with teaching models were all better than those of the control group with statistical significance (P < 0.05). The incidence of IV infusion therapy complications in the experimental group was lower than that in the control group, indicating statistical significance (P < 0.05). Conclusions: Teaching models based on patient simulators combined with Internet Plus scenario simulation enable nursing students to learn more directly and practice at any time and in any place, and can improve their proficiency in IV infusion theoretical knowledge and skills (e.g. PICC catheterization), core competencies, problem-solving ability, comprehensive learning ability, scientific research ability and the ability to deal with complicated cases. Also, it helps provide high-quality nursing education, improve the nursing quality of IV therapy, reduce the incidence of related complications, and ensure the safety of patients with IV therapy.展开更多
With the rapid development of information technology and the increasing complexity of the financial market,the teaching methods and means of the Securities Investment course in universities are facing new challenges a...With the rapid development of information technology and the increasing complexity of the financial market,the teaching methods and means of the Securities Investment course in universities are facing new challenges and opportunities.The purpose of this paper is to discuss the application and construction path of virtual simulation experimental teaching in the Securities Investment course.Firstly,it analyses the problems existing in the teaching of traditional securities investment courses,such as the disconnection between theory and practice and the single teaching mode.In order to solve these problems,this paper puts forward the necessity of introducing virtual simulation experimental teaching and details the specific application path of virtual simulation experimental teaching in the Securities Investment course.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
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: to observe the application effect of situation simulation teaching method in clinical nursing teaching and learn from relevant experience and methods. Methods: 60 primary nursing students who worked in our ...Objective: to observe the application effect of situation simulation teaching method in clinical nursing teaching and learn from relevant experience and methods. Methods: 60 primary nursing students who worked in our department from May 2019 to September 2020 were randomly divided into observation group and observation group. Regular training methods and scenario simulation training methods were provided, and the application effects of the two groups were compared. Results: there was no significant difference between the two groups before formation (p > 0.05). After the training, the examination results of the two groups of patients were improved. The examination results of the nurses in the observation group were significantly higher than those in the observation group (P < 0.01). Conclusion: the teaching method of scene simulation exercise is helpful to maximize the learning effect of clinical nursing knowledge and skills, and is worthy of encouragement.展开更多
Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clini...Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clinical practice ability and teaching satisfaction.Methods:A total of 100 nursing students who were doing their internship in the Department of Neurosurgery at a tertiary hospital in Sichuan Province from July 2024 to June 2025 were selected and divided into a control group and an experimental group,with 50 students in each group,using the historical control grouping method.The control group used the traditional teaching method for scenario simulation,while the experimental group used the Debriefing-GAS model for scenario simulation teaching.The teaching effect was evaluated using the DASH scale,the CIDI-CV scale,the clinical practice ability scale and the self-made teaching satisfaction questionnaire,and statistical analysis was conducted using SPSS 25.0.Results:The total DASH score of the experimental group(6.45±0.41)was significantly higher than that of the control group(5.12±0.47,t=14.01,p<0.001);The total score of critical thinking ability(338.6±22.5)was higher than that of the control group(307.8±24.1,t=6.55,p<0.001);The score of clinical practice ability(189.4±15.2)was significantly higher than that of the control group(168.7±14.9,t=6.49,p<0).Teaching satisfaction was 96%in the experimental group and 82%in the control group,statistically significant(χ^(2)=4.32,p=0.038).Conclusion:The scenario simulation teaching method based on the Debriefing-GAS model can significantly improve the learning initiative,reflective ability,critical thinking level and clinical practice ability of clinical nursing students,and enhance teaching satisfaction.展开更多
文摘Objective: To explore the application of Deliberate Practice-based simulated teaching in clinical teaching of medical nursing. Methods: 160 undergraduate student nurses were divided into the experimental group (80) and the control group (80) by using the convenience sampling method. Both groups were exposed to staged nurse core competence training. In the control group, standardized patients were employed for training, after which group discussion and oral presentation were included;in the experimental group, teaching was designed based on Deliberate Practice, wherein high-fidelity simulation system was used and video-assisted guiding feedback after training was involved. Results: After four teaching cycles, the nurse core competence score of the experimental group was significantly higher than that of the control group (P Conclusion: Deliberate Practice-based simulated learning can effectively improve clinical teaching performance of medical nursing.
文摘With the rapid development of modern medical education,traditional teaching methods are unable to meet the needs and have obvious limitations.In this situation,simulation teaching,as an innovative teaching method,has gradually become a focus in the educational practice of diagnosis and internal medicine,demonstrating irreplaceable advantages.Simulated teaching is a teaching strategy that involves the careful design and guidance of a mentor,role-playing,entering a special context constructed by the mentor,using professional teaching equipment,and reproducing real medical scenes in a simulated environment.Simulation teaching,as an effective alternative method,has gradually become increasingly important in the field of medical education,receiving widespread attention and application,and has become an important way to solve current teaching problems.
基金supported by the Undergraduate Teaching Innovation Project of Guangxi Higher Education(grant number:2023JGB307,Department of Education of Guangxi Zhuang Autonomous Region,China)the Guangxi Autonomous Regionlevel Research and Practice Project on New Engineering,New Medicine,New Agriculture and New Liberal Arts"Research on the Reform of the Integration of Undergraduate Courses in Nursing Major under the Background of Grand Health"(grant number:XYK202414).
文摘Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.
基金2023 Sichuan Nursing Vocational College Humanities and Social Sciences Research Project(Project No.:2023RWSY53)。
文摘Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Methods:A randomized controlled trial was used to select 220 trainee nurses from a hospital in 2024 and randomly divided them into the experimental group(n=110)and the control group(n=110).The control group adopted the traditional theory teaching+skill operation demonstration teaching method,while the experimental group implemented the in-situ simulation teaching plan integrating the ideological and political concepts of the curriculum on the basis of the traditional teaching.The scores of the first aid skills operation assessment,the Chinese version of the Jefferson Empathy Scale(JSE-NS),the Nursing Student Professional Identity Scale,and the Humanistic Care Ability Scale(CAI)were compared between the two groups after the intervention.Results:After the intervention,the scores of the first aid skills operation assessment,the total score of JSE-NS and each dimension,the total score of professional identity,and the total score of CAI and each dimension of the nursing students in the experimental group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion:The in-situ simulation teaching method based on the concept of ideological and political education in the curriculum can effectively enhance the first aid skills level,empathy ability,professional identity and humanistic care ability of trainee nurses,and is an effective way to achieve the deep integration of first aid skills training and ideological and political education.
文摘BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.
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Objective: To explore the effectiveness of applying patient simulators combined with Internet Plus scenario simulation teaching models on intravenous (IV) infusion nursing education, and to provide scientific evidence for the implementation of advanced teaching models in future nursing education. Methods: Enrolled 60 nurses who took the IV infusion therapy training program in our hospital from January 2022 to December 2023 for research. 30 nurses who were trained in traditional teaching models from January to December 2022 were selected as the control group, and 30 nurses who were trained with simulation-based teaching models with methods including simulated patients, internet, online meetings which can be replayed and scenario simulation, etc. from January to December 2023 were selected as the experimental group. Evaluated the learning outcomes based on the Competency Inventory for Nursing Students (CINS), Problem-Solving Inventory (PSI), comprehensive learning ability, scientific research ability, and proficiency in the theoretical knowledge and practical skills of IV infusion therapy. Nursing quality, the incidence of IV infusion therapy complications and nurse satisfaction with different teaching models were also measured. Results: The scientific research ability, PSI scores, CINS scores, and comprehensive learning ability of the experimental group were better than those of the control group (P 0.05), and their assessment results of practical skills, nursing quality of IV infusion therapy during training, and satisfaction with teaching models were all better than those of the control group with statistical significance (P < 0.05). The incidence of IV infusion therapy complications in the experimental group was lower than that in the control group, indicating statistical significance (P < 0.05). Conclusions: Teaching models based on patient simulators combined with Internet Plus scenario simulation enable nursing students to learn more directly and practice at any time and in any place, and can improve their proficiency in IV infusion theoretical knowledge and skills (e.g. PICC catheterization), core competencies, problem-solving ability, comprehensive learning ability, scientific research ability and the ability to deal with complicated cases. Also, it helps provide high-quality nursing education, improve the nursing quality of IV therapy, reduce the incidence of related complications, and ensure the safety of patients with IV therapy.
基金The 2024 Hankou University School-Level Teaching Reform Research Project“Research on the Application of Virtual Simulation Experimental Teaching in the Course of Securities Investment”(Project number:2024JY43)。
文摘With the rapid development of information technology and the increasing complexity of the financial market,the teaching methods and means of the Securities Investment course in universities are facing new challenges and opportunities.The purpose of this paper is to discuss the application and construction path of virtual simulation experimental teaching in the Securities Investment course.Firstly,it analyses the problems existing in the teaching of traditional securities investment courses,such as the disconnection between theory and practice and the single teaching mode.In order to solve these problems,this paper puts forward the necessity of introducing virtual simulation experimental teaching and details the specific application path of virtual simulation experimental teaching in the Securities Investment course.
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.
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: to observe the application effect of situation simulation teaching method in clinical nursing teaching and learn from relevant experience and methods. Methods: 60 primary nursing students who worked in our department from May 2019 to September 2020 were randomly divided into observation group and observation group. Regular training methods and scenario simulation training methods were provided, and the application effects of the two groups were compared. Results: there was no significant difference between the two groups before formation (p > 0.05). After the training, the examination results of the two groups of patients were improved. The examination results of the nurses in the observation group were significantly higher than those in the observation group (P < 0.01). Conclusion: the teaching method of scene simulation exercise is helpful to maximize the learning effect of clinical nursing knowledge and skills, and is worthy of encouragement.
基金2023 Teaching Reform Project of Chengdu University of Traditional Chinese Medicine(Project No.:JGJD202322)。
文摘Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clinical practice ability and teaching satisfaction.Methods:A total of 100 nursing students who were doing their internship in the Department of Neurosurgery at a tertiary hospital in Sichuan Province from July 2024 to June 2025 were selected and divided into a control group and an experimental group,with 50 students in each group,using the historical control grouping method.The control group used the traditional teaching method for scenario simulation,while the experimental group used the Debriefing-GAS model for scenario simulation teaching.The teaching effect was evaluated using the DASH scale,the CIDI-CV scale,the clinical practice ability scale and the self-made teaching satisfaction questionnaire,and statistical analysis was conducted using SPSS 25.0.Results:The total DASH score of the experimental group(6.45±0.41)was significantly higher than that of the control group(5.12±0.47,t=14.01,p<0.001);The total score of critical thinking ability(338.6±22.5)was higher than that of the control group(307.8±24.1,t=6.55,p<0.001);The score of clinical practice ability(189.4±15.2)was significantly higher than that of the control group(168.7±14.9,t=6.49,p<0).Teaching satisfaction was 96%in the experimental group and 82%in the control group,statistically significant(χ^(2)=4.32,p=0.038).Conclusion:The scenario simulation teaching method based on the Debriefing-GAS model can significantly improve the learning initiative,reflective ability,critical thinking level and clinical practice ability of clinical nursing students,and enhance teaching satisfaction.
