西部中医药
西部中醫藥
서부중의약
GANSU JOURNAL OF TRADITIONAL CHINESE MEDICINE
2014年
5期
57-59
,共3页
护理学生%临床护理%情景模拟%PBL教学方法
護理學生%臨床護理%情景模擬%PBL教學方法
호이학생%림상호리%정경모의%PBL교학방법
nursing students%clinical nursing%situation simulation%PBL teaching method
目的：探讨以问题为中心的教学方法（PBL）结合情景模拟教学法在外科护理实训教学中的效果和作用。方法：选取2012年9月至2013年12月开设外科护理学实训教学的护理学专业学生共392名，以班级为单位随机分为观察组和对照组各196名，对照组应用传统教学方法进行实训教学，观察组应用PBL结合情景模拟教学法进行实训教学，比较2组的教学效果。结果：2组护理学生在实训结束后，理论考核成绩与技能操作成绩分别为（91.79±5.33）分、（93.78±3.53）分和（84.22±5.36）分、（86.15±5.65）分，观察组学生成绩显著提高，2组比较差异有统计学意义（P＜0.05）；问卷指标比较，观察组在学习兴趣与效率、提高自主学习能力、获取知识主动性、语言表达能力、临床思维锻炼、教学满意度、实际问题解决能力及师生互动等方面均优于对照组（P＜0.05）。结论：PBL与情景模拟结合的教学法可提高临床护理实训教学的质量，有助于培养学生的综合能力。
目的：探討以問題為中心的教學方法（PBL）結閤情景模擬教學法在外科護理實訓教學中的效果和作用。方法：選取2012年9月至2013年12月開設外科護理學實訓教學的護理學專業學生共392名，以班級為單位隨機分為觀察組和對照組各196名，對照組應用傳統教學方法進行實訓教學，觀察組應用PBL結閤情景模擬教學法進行實訓教學，比較2組的教學效果。結果：2組護理學生在實訓結束後，理論攷覈成績與技能操作成績分彆為（91.79±5.33）分、（93.78±3.53）分和（84.22±5.36）分、（86.15±5.65）分，觀察組學生成績顯著提高，2組比較差異有統計學意義（P＜0.05）；問捲指標比較，觀察組在學習興趣與效率、提高自主學習能力、穫取知識主動性、語言錶達能力、臨床思維鍛煉、教學滿意度、實際問題解決能力及師生互動等方麵均優于對照組（P＜0.05）。結論：PBL與情景模擬結閤的教學法可提高臨床護理實訓教學的質量，有助于培養學生的綜閤能力。
목적：탐토이문제위중심적교학방법（PBL）결합정경모의교학법재외과호리실훈교학중적효과화작용。방법：선취2012년9월지2013년12월개설외과호이학실훈교학적호이학전업학생공392명，이반급위단위수궤분위관찰조화대조조각196명，대조조응용전통교학방법진행실훈교학，관찰조응용PBL결합정경모의교학법진행실훈교학，비교2조적교학효과。결과：2조호이학생재실훈결속후，이론고핵성적여기능조작성적분별위（91.79±5.33）분、（93.78±3.53）분화（84.22±5.36）분、（86.15±5.65）분，관찰조학생성적현저제고，2조비교차이유통계학의의（P＜0.05）；문권지표비교，관찰조재학습흥취여효솔、제고자주학습능력、획취지식주동성、어언표체능력、림상사유단련、교학만의도、실제문제해결능력급사생호동등방면균우우대조조（P＜0.05）。결론：PBL여정경모의결합적교학법가제고림상호리실훈교학적질량，유조우배양학생적종합능력。
Objective: To explore the effects and the functions of problem-based learning (PBL) combined with situational teaching method in the practical training of surgical nursing. Methods: All 392 students majored in nursing were chosen and practical training of surgical nursing was opened for them from September, 2012 to December, 2013. All of the students were randomly divided into the observation group and the control group according to the class, the control group accepted practical training by traditional teaching method, the observation group were taught by PBL and situational teaching method, teaching effects of both groups were compared. Results: By the end of practical training, theoretical scales and skill scales were (91.79±5.33), (93.78±3.53) and (84.22± 5.36), (86.15±5.65), the scales of the students in the observation group were improved evidently, the difference showed statistical meaning (P<0.05); the observation group was superior to the control group in the interests and efficiency, improving autonomic learning ability, the initiative of acquiring the knowledge, language competence, clinical thinking practice, teaching satisfactory degree, the solution to practical problems and teacher-student interaction (P<0.05). Conclusion: The combination of PBL and situational teaching method could improve practical training quality of clinical nursing, and they are helpful to cultivate general ability of the students.
