不同带教模式在神经内科护理教学中的应用效果评价

Evaluation of the Application Effect of Different Teaching Modes in Neurology Nursing Teaching

目的研究不同带教模式在神经内科护理教学中的应用效果。方法选取2018年6月—2019年7月期间在该院实习的62名护士为研究对象,随机均分为两组,对照组采用传统教学,观察组采用PBL教学,观察两组的教学效果。结果实施后观察组护理实习生的理论知识分数(93.72±1.13)分与对照组护理实习生的理论知识分数(85.92±2.75)分相比较高,差异有统计学意义(t=14.607,P<0.001),观察组护理实习生的实践操作分数(95.25±2.43)分与对照组护理实习生的实践操作分数(84.36±4.64)分相比较高,差异有统计学意义(t=11.576,P<0.001),护生对教学的评价教学评价差评率0.00%与对照组19.35%相比较低,差异有统计学意义(χ2=4.613,P=0.032)。结论不同带教模式应用在神经内科护理教学中效果不同,PBL教学与传统教学相比较好,能够有效地提高护理实习生的理论和实践能力,受到了护理实习生的一致认可,值得在临床中应用。

Objective To study the application effects of different teaching modes in neurology nursing teaching.Methods A total of 62 nurses who practiced in the hospital from June 2018 to July 2019 were selected as the research objects.They were randomly divided into two groups.The control group used traditional teaching and the observation group used PBL teaching.The teaching effects of the two groups were observed.Results After the implementation,the theoretical knowledge score(93.72±1.13)points of the nursing interns in the observation group was higher than that of the control group(85.92±2.75)points,the difference was statistically significant(t=14.607,P<0.001),and the nursing internship in the observation group of the practice operation score of the students(95.25±2.43)points was higher than the practice operation score of the nursing interns in the control group(84.36±4.64)points,the difference was statistically significant(t=11.576,P<0.001),and the negative evaluation rate of the teaching evaluation by the nursing students was 0.00%compared with 19.35%of the control group,being lower,the difference was statistically significant(χ2=4.613,P=0.032).Conclusion Different teaching models have different effects in neurology nursing teaching.Compared with traditional teaching,PBL teaching can effectively improve the theoretical and practical ability of nursing interns.It is unanimously recognized by nursing interns and is worthy of clinical practice and application.