世界最新医学信息文摘（连续型电子期刊）
世界最新醫學信息文摘（連續型電子期刊）
세계최신의학신식문적（련속형전자기간）
World Latest Medicine Information
2014年
32期
26-27
,共2页
PBl%典型病例%急诊心肺脑复苏
PBl%典型病例%急診心肺腦複囌
PBl%전형병례%급진심폐뇌복소
PBl%typical cases%emergency cardiopulmonary cerebral resuscitation
目的：探讨如何急诊护理教学的效果，全面提高护理学生的理论知识和技能操作。方法在急诊心肺脑复苏护理教学中，将学生分为两组，实验组采用 PBl 结合典型病例教学法；对照组，采用传统的教学法；入科后两组学生均进行摸底理论考试；出科前两组学生均进行理论和技能操作的考试，比较两种教学方法效果的差异。结果纳入研究的两组护理学生入科后摸底考试成绩比较无统计学上的差异(P>0.05)，表明两组学生在进入急诊科实习前的基础知识掌握程度总体上无明显差异。实验组出科前的理论和操作考试的成绩分别为89.23±6.65和87.45±6.32，和对照组相比有统计学上的差异（P<0.05），表明 PBl 结合典型病例法教学效果优于传统教学法。结论 PBl 结合典型病例法是一种有效的急诊护理教学方法。
目的：探討如何急診護理教學的效果，全麵提高護理學生的理論知識和技能操作。方法在急診心肺腦複囌護理教學中，將學生分為兩組，實驗組採用 PBl 結閤典型病例教學法；對照組，採用傳統的教學法；入科後兩組學生均進行摸底理論攷試；齣科前兩組學生均進行理論和技能操作的攷試，比較兩種教學方法效果的差異。結果納入研究的兩組護理學生入科後摸底攷試成績比較無統計學上的差異(P>0.05)，錶明兩組學生在進入急診科實習前的基礎知識掌握程度總體上無明顯差異。實驗組齣科前的理論和操作攷試的成績分彆為89.23±6.65和87.45±6.32，和對照組相比有統計學上的差異（P<0.05），錶明 PBl 結閤典型病例法教學效果優于傳統教學法。結論 PBl 結閤典型病例法是一種有效的急診護理教學方法。
목적：탐토여하급진호리교학적효과，전면제고호이학생적이론지식화기능조작。방법재급진심폐뇌복소호리교학중，장학생분위량조，실험조채용 PBl 결합전형병례교학법；대조조，채용전통적교학법；입과후량조학생균진행모저이론고시；출과전량조학생균진행이론화기능조작적고시，비교량충교학방법효과적차이。결과납입연구적량조호이학생입과후모저고시성적비교무통계학상적차이(P>0.05)，표명량조학생재진입급진과실습전적기출지식장악정도총체상무명현차이。실험조출과전적이론화조작고시적성적분별위89.23±6.65화87.45±6.32，화대조조상비유통계학상적차이（P<0.05），표명 PBl 결합전형병례법교학효과우우전통교학법。결론 PBl 결합전형병례법시일충유효적급진호리교학방법。
Objective to explore the effect of emergency nursing teaching, in order to improve the knowledge and skills of nursing students.Methods in cardio-pulmonary-cerebral resuscitation of emergency nursing teaching, students were divided into two groups, using PBl combined with typical cases teaching method in the experimental group and the traditional method of teaching were given to the control group students. after getting into the department, the students were tested for basic skills, and before they getting out the department, they were tested for theory and skills. then the differences of two kinds of teaching methods were compared.Results the test scores of nursing students included into studies in the two groups showed no statistically significant difference (P>0.05), suggesting that both groups before entering the emergency department practice their basic knowledge were in general, with no significant differences. The test scores of experimental students in theory and operation was 89.23 ± 6.65 and 87.45 ± 6.32, respectively, compared with the control group, there was statistically significant difference (P<0.05), which indicated that PBl combined with typical cases teaching method was superior to traditional teaching methods.Conclusion PBl based on typical cases is a kind of effective teaching method of emergency nursing.
