摘要
目的分析急诊护理带教中应用以问题为基础的学习方法(PBL)效果。方法对2019年8月一2020年8月期间在该院急诊科进行实习60名护生进行分组,以随机数字表法分成两组,分别为研究组与对照组,各30名,对照组与研究组实习护生分别采用传统教学模式、PBL,分析研究组与对照组实习护生考核成绩、综合能力、知识掌握情况、学习积极性及教学满意度。结果研究组实习护生理论考核成绩(94.16±1.74)分、临床技能操作成绩(94.24±1.42)分较对照组实习护生高,差异有统计学意义(t=12.183、14.101,P<0.05)。研究组实习护生操作能力(94.25±1.42)分、应急能力(90.25±1.66)分、思维能力(91.84±1.53)分、观察能力(92.55±1.26)分,均比对照组实习护生高,差异有统计学意义(t=10.038、10.255、12.937、14.176,P<0.05)。研究组实习护生知识掌握度93.33%较对照组实习护生高,差异有统计学意义(χ^(2)=5.454,P<0.05)。研究组实习护生教学方法(91.37±3.16)分、带教老师(93.37±3.06)分、学习兴趣(92.15±2.44)分,评分较对照组实习护生高,差异有统计学意义(t=4.778、7.645、9.033,P<0.05)。研究组实习护生积极性高于对照组,差异有统计学意义(P<0.05).结论对急诊科实习护生实施以问题为基础教学方法可以提高实习护生学习积极性,同时可以提高实习护生综合能力,为实习护生未来工作奠定坚实基础。
Objective To analyze the effect of applying problem-based learning method(PBL)in emergency nursing teaching.Methods From August 2019 to August 2020,60 nursing students in the emergency department of the hospital were divided into two groups by random number table method.They were the study group and the control group,each with 30 cases,the control group and the research group adopted traditional teaching mode and problem-based teaching mode(PBL)to analyze the assessment results,comprehensive abilities,knowledge mastery,learning enthusiasm and teaching satisfaction of the intern nursing students.Results The theoretical assessment scores(94.16±1.74)points and clinical skills operation scores(94.24±1.42)points of the intern nurses in the study group were higher than those in the control group,the difference was statistically significant(t=12.183,14.101,P<0.05).The scores of operating ability(94.25±1.42)points,emergency ability(90.25±1.66)points,thinking ability(91.84±1.53)points,and observation ability(92.55±1.26)points of the interns in the study group were higher than those of the control interns,the difference was statistically significant(t=10.038,10.255,12.937,14.176,P<0.05).The knowledge mastery of nursing students in the study group was 93.33%higher than that in the control group,the difference was statistically significant(χ^(2)=5.454,P<0.05).The research group's teaching methods(91.37±3.16)points,teaching teachers(93.37±3.06)points,and learning interest(92.15±2.44)points were higher than those of the control group,the difference was statistically significant(t=4.778,7.645,9.033,P<0.05).The enthusiasm of interns in the study group was higher than that in the control group,the difference was statistically significant(P<0.05).Conclusion The implementation of problem-based teaching methods for nurse trainees in the emergency department can improve the enthusiasm of nurse trainees in learning,and at the same time improve the comprehensive ability of nurse trainees,and lay a solid foundation for the future work of nurse trainees.
作者
唐水英
TANG Shuiying(Liuyang Hospital of Traditional Chinese Medicine,Liuyang,Hunan Province,410300 China)
出处
《中国卫生产业》
2021年第10期101-104,共4页
China Health Industry
关键词
急诊科
护理带教
PBL
效果
Emergency department
Nursing teaching
PBL
Effect
