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 investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixt...Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader 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
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 investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader 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.
