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
目的:探讨基于团队合作式教学(Team based learning,TBL)的情景模拟法在本科生临床实习中的应用效果。方法:选取在天津中医药大学第一附属医院消化科实习的60名本科医学生作为研究对象,采用随机数表法分为对照组与观察组,每组各30名。...目的:探讨基于团队合作式教学(Team based learning,TBL)的情景模拟法在本科生临床实习中的应用效果。方法:选取在天津中医药大学第一附属医院消化科实习的60名本科医学生作为研究对象,采用随机数表法分为对照组与观察组,每组各30名。对照组学生采用常规临床带教方法,观察组学生实施基于TBL与情景模拟相结合的教学策略。试验前后统一考核基础理论知识、专业技能操作,实习后用问卷调查教学效果。结果:与对照组学生相比,观察组学生技能考核评分显著提高,差异有统计学意义(P<0.05)。两组学生在基础理论知识的考核成绩上相比较,差异无统计学意义(P>0.05)。观察组学生在激发学习兴趣、提高自主学习能力、改善临床思维能力、培养团队合作精神、提高医患交流能力等方面表现更优,差异均有统计学意义(P<0.05)。结论:基于TBL的情景模拟法的教学模式,可以促进医学理论与临床实践的有机结合,不但能有效地激发医学生对临床实习工作的积极性,还能够提高自主学习及临床思维的能力,培养团队合作的精神,增强医患沟通的能力。展开更多
目的探讨翻转课堂+情景模拟教学法在妇产科住院医师规范化培训(以下简称“住培”)医师临床带教中的教学成效及体会。方法于2020年10月—2023年10月选取六盘水市妇幼保健院妇产科的40名住培医师作为研究对象,按照抽签法分为研究组(20名)...目的探讨翻转课堂+情景模拟教学法在妇产科住院医师规范化培训(以下简称“住培”)医师临床带教中的教学成效及体会。方法于2020年10月—2023年10月选取六盘水市妇幼保健院妇产科的40名住培医师作为研究对象,按照抽签法分为研究组(20名)与对照组(20名)。研究组采用翻转课堂+情景模拟教学法,对照组采用常规教学法,比较2组的考核成绩、临床能力、操作技能直接观察评估(direct observation of procedural skills,DOPS)、对教学措施的满意度。结果研究组的操作成绩[(45.13±2.49)分]、理论考核成绩[(45.56±3.17)分]及总成绩[(91.24±5.61)分]高于对照组[(40.37±2.52)分、(43.48±3.12)分、(83.56±5.15)分],差异有统计学意义(P<0.05)。研究组的组织效能[(7.35±0.58)分]、整体表现[(8.12±0.33)分]、沟通技巧[(8.12±0.35)分]、病史询问[(7.28±0.85)分]、体格检查[(8.32±0.13)分]、人文关怀[(7.58±0.15)分]、临床判断[(8.38±0.23)分]评分均高于对照组[(5.32±0.65)分、(4.82±0.42)分、(6.32±0.32)分、(5.16±0.83)分、(6.53±0.25)分、(6.06±0.45)分、(5.53±0.25)分],差异有统计学意义(P<0.001)。研究组DOPS评分中的操作后处理[(7.55±0.58)分]、操作前准备[(7.52±0.35)分]、与患者交流[(7.78±0.15)分]、掌握操作适应证及禁忌证[(7.32±0.63)分]、总体表现评价[(6.98±0.15)分]、人文关怀[(7.52±0.35)分]、操作能力[(7.58±0.15)分]、无菌观念[(7.56±0.34)分]评分高于对照组[(6.32±0.60)分、(6.52±0.32)分、(6.16±0.83)分、(6.03±0.35)分、(6.06±0.45)分、(6.52±0.32)分、(6.06±0.45)分、(6.08±0.26)分],差异有统计学意义(P<0.001)。研究组的教学措施总满意度为100%,高于对照组的70.00%,差异有统计学意义(P<0.05)。结论翻转课堂+情景模拟教学法可以提升妇产科住培医师的学习成绩、临床能力,且住培医师对教学措施的满意度较高。展开更多
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.
文摘目的:探讨基于团队合作式教学(Team based learning,TBL)的情景模拟法在本科生临床实习中的应用效果。方法:选取在天津中医药大学第一附属医院消化科实习的60名本科医学生作为研究对象,采用随机数表法分为对照组与观察组,每组各30名。对照组学生采用常规临床带教方法,观察组学生实施基于TBL与情景模拟相结合的教学策略。试验前后统一考核基础理论知识、专业技能操作,实习后用问卷调查教学效果。结果:与对照组学生相比,观察组学生技能考核评分显著提高,差异有统计学意义(P<0.05)。两组学生在基础理论知识的考核成绩上相比较,差异无统计学意义(P>0.05)。观察组学生在激发学习兴趣、提高自主学习能力、改善临床思维能力、培养团队合作精神、提高医患交流能力等方面表现更优,差异均有统计学意义(P<0.05)。结论:基于TBL的情景模拟法的教学模式,可以促进医学理论与临床实践的有机结合,不但能有效地激发医学生对临床实习工作的积极性,还能够提高自主学习及临床思维的能力,培养团队合作的精神,增强医患沟通的能力。
文摘目的探讨翻转课堂+情景模拟教学法在妇产科住院医师规范化培训(以下简称“住培”)医师临床带教中的教学成效及体会。方法于2020年10月—2023年10月选取六盘水市妇幼保健院妇产科的40名住培医师作为研究对象,按照抽签法分为研究组(20名)与对照组(20名)。研究组采用翻转课堂+情景模拟教学法,对照组采用常规教学法,比较2组的考核成绩、临床能力、操作技能直接观察评估(direct observation of procedural skills,DOPS)、对教学措施的满意度。结果研究组的操作成绩[(45.13±2.49)分]、理论考核成绩[(45.56±3.17)分]及总成绩[(91.24±5.61)分]高于对照组[(40.37±2.52)分、(43.48±3.12)分、(83.56±5.15)分],差异有统计学意义(P<0.05)。研究组的组织效能[(7.35±0.58)分]、整体表现[(8.12±0.33)分]、沟通技巧[(8.12±0.35)分]、病史询问[(7.28±0.85)分]、体格检查[(8.32±0.13)分]、人文关怀[(7.58±0.15)分]、临床判断[(8.38±0.23)分]评分均高于对照组[(5.32±0.65)分、(4.82±0.42)分、(6.32±0.32)分、(5.16±0.83)分、(6.53±0.25)分、(6.06±0.45)分、(5.53±0.25)分],差异有统计学意义(P<0.001)。研究组DOPS评分中的操作后处理[(7.55±0.58)分]、操作前准备[(7.52±0.35)分]、与患者交流[(7.78±0.15)分]、掌握操作适应证及禁忌证[(7.32±0.63)分]、总体表现评价[(6.98±0.15)分]、人文关怀[(7.52±0.35)分]、操作能力[(7.58±0.15)分]、无菌观念[(7.56±0.34)分]评分高于对照组[(6.32±0.60)分、(6.52±0.32)分、(6.16±0.83)分、(6.03±0.35)分、(6.06±0.45)分、(6.52±0.32)分、(6.06±0.45)分、(6.08±0.26)分],差异有统计学意义(P<0.001)。研究组的教学措施总满意度为100%,高于对照组的70.00%,差异有统计学意义(P<0.05)。结论翻转课堂+情景模拟教学法可以提升妇产科住培医师的学习成绩、临床能力,且住培医师对教学措施的满意度较高。
