摘要
目的研究基于仿真模拟技术设计急性呼吸窘迫综合征(ARDS)救护的护理实验教学模式,提高学习效果。方法以广州医科大学护理学院2012级至2014级374名护理本科生作为实验组,以2010级至2011级292名护理本科生作为对照组。实验组开展基于仿真模拟技术的ARDS救护综合性实验教学;对照组采用传统实验教学。课后对实验组进行满意度调查及学习效果的自我评价;对两组进行理论考核,用SPSS 17.0对组间成绩进行t检验,分析教学效果。结果实验组学生的问卷回收率为100%,学生满意度为95%。行为表现自我评价显示学生在提升自主学习能力等方面自我评价高(3.47±0.63),在关注患者心理问题等方面自我评价低(2.62±0.68)。实验组理论成绩为(77.03±2.55)分,对照组理论成绩为(71.75±3.49)分,差异有统计学意义(P=0.041)。结论基于仿真模拟技术设计ARDS救护综合性护理实验项目有利于促进学生自主学习,全方位提升学生的综合能力,提高学生的综合素质、专业能力。
Objective To explore nursing experimental teaching mode on the basis of simulation technology to improve learning effect.Methods A total of 374 nursing students of Grade 2012 to 2014 were selected as the experimental group, and 292 nursing students of Grade 2010 to 2011 were selected as the control group. The experimental group adopted the comprehensive experimental teaching based on simulation technology, while the control group used traditional teaching. At the end of the course, the experimental group students were surveyed, and the two groups of students were given a unified examination. Data analyses were performed using SPSS 17.0 and the t-test was adopted to analyze the teaching effect for comparison of the two groups.Results The recovery rate of the questionnaires in the experimental group was 100%, and the satisfaction rate was 95%. Behavioral performance self-evaluation showed that students had high self-evaluation in improving their independent learning ability (3.47±0.63), and low self-esteem in caring for the patient's psychological problems (2.62±0.68). The theoretical score of the experimental group was (77.03±2.55), and the theoretical score of the control group was (71.75±3.49). The difference was statistically significant (P=0.041).Conclusion The comprehensive nursing experiment project on the basis of simulation technology is conducive to promoting students' autonomous learning and improving their comprehensive quality and professional ability.
作者
钟丽强
罗艳华
周薇
Zhong Liqiang;Luo Yanhua;Zhou Wei(School of Nursing,Guangzhou Medical University,Guangzhou 510182,China)
出处
《中华医学教育探索杂志》
2020年第2期221-225,共5页
Chinese Journal of Medical Education Research
