摘要
目的探讨启发式教学结合基于问题的学习(PBL)教学法在护理本科实习生教学中的应用效果。方法将2018年1月至2019年1月在深圳市罗湖区人民医院手术室临床实习的2015级本科护理专业80名学生(以下简称护生)纳入研究,按随机数字表法分为研究组与对照组,各40名。对照组护生采取传统"一对一带"临床带教模式,研究组采取启发式教学结合PBL教学模式,临床带教学习4 w后比较两组护生理论与手术室操作技能考核成绩、手术室单项操作考核成绩、综合能力及护生对教学方法质量反馈情况、临床带教老师教学水平评价。结果两组护生理论基础知识、手术基础操作考核成绩比较差异无统计学意义(P>0.05),而研究组理论专科知识、手术专科操作及手术配合能力成绩均显著高于对照组,差异有统计学意义(均P<0.001);研究组手术室单项操作技能(无菌手术包开包法、无菌器械台的设立、穿脱无菌手术衣、戴无菌手套及手术体位摆放)考核成绩均优于对照组,差异有统计学意义(均P<0.001);研究组护理思维能力、应急能力、沟通能力、创新能力及检索文献能力等综合能力评分均显著优于对照组,差异有统计学意义(均P<0.001);研究组对教学方法各项质量反馈评分均显著优于对照组,差异有统计学意义(均P<0.001);研究组护生对临床带教老师教学内容、教学问题设计、教学形式及教学效果的评价均优于对照组,差异有统计学意义(均P<0.001)。结论对手术室护理本科护生临床带教中采取启发式教学结合PBL教学法能有效提高教学效果,加强护生对理论专科知识与手术室操作技能的掌握,提高护生各方面综合能力,并提升护生对教学质量和临床带教老师教学水平的认可。
Objective To explore the application effect of heuristic teaching combined with problem-based learning(PBL)method in the teaching of nursing undergraduate interns.Methods A total of 80 undergraduate nursing students majoring in 2015(hereinafter referred to as nursing students)who had clinical practice from January 2018 to January 2019 were included in this study.According to random number table method,they were divided into study group and control group,with 40 participants in each group.The nursing students in the control group adopted traditional"one-to-one"clinical teaching mode,while the nursing students in the study group adopted heuristic teaching mode combined with PBL teaching mode.After 4 weeks of clinical teaching and learning,the two groups of nursing students were compared in terms of the assessment results of theory and operating skills in the operating room,the assessment results of single operation in the operating room,the comprehensive ability,the feedback of nursing students on the quality of teaching methods,and the evaluation of the teaching level of clinical teaching teachers.Results There were no significant differences between the two groups in nursing students'theoretical basic knowledge and surgical basic operation assessment results(P>0.05),while the theoretical knowledge,surgical specialty operation and surgical cooperation ability of the study group were significantly higher than those of the control group,and the differences were statistically significant(P<0.001).The individual operating skills of the research group's operating room(sterile surgical bag opening method,the establishment of sterile instrument tables,putting on and off sterile surgical gowns,wearing sterile gloves,and positioning of the surgical position)were better than those of the control group,and the differences were statistically significant(P<0.001);the comprehensive thinking scores of nursing thinking ability,emergency ability,communication ability,innovation ability and literature retrieval ability of the study group were significantly better than those of the control group,and the differences were statistically significant(P<0.001).The quality feedback scores of teaching methods in the study group were significantly better than those in the control group,and the differences were statistically significant(P<0.001).The evaluation of teaching content,teaching problem design,teaching form and teaching effect of clinical teaching teachers by nursing students in the study group was better than that in the control group,and the difference was statistically significant(P<0.001).Conclusions The combination of heuristic teaching method and PBL teaching method can effectively improve the teaching effect,strengthen the students'mastery of theoretical knowledge and operating skills in the operating room,improve the students'comprehensive ability in all aspects,and enhance the students'recognition of the teaching quality and the teaching level of the clinical teaching teachers.
作者
吕红艳
翟宇佳
董红娟
Lyu Hongyan;Zhai Yujia;Dong Hongjuan(Operating Room,Shenzhen Luohu District People's Hospital,518000,China)
出处
《国际护理学杂志》
2021年第8期1358-1363,共6页
international journal of nursing