基于数据分析对护生学习风格的探讨及其在临床教学中的应用效果

Exploration of Nursing Students'Learning Styles Based on Data Analysis and Its Application in Clinical Teaching

目的探讨基于数据分析下的学习风格在临床护生临床教学中的应用效果.方法选择2021年3月—2022年12月在该院进行临床实习的77名护生作为研究对象,按照入学时间,将2021年入学的38名护生纳入控制组,2022年入学的39名护生纳入试验组.控制组护生采用传统的临床护理带教方式,试验组护生接受基于数据分析的个性化护理教学方案.通过考核护生的知识掌握程度、技能运用能力和学习满意度等指标,对比两组护生的学习效果.结果试验组内科、外科、儿科的知识掌握均分均高于控制组,组间差异有统计学意义(P<0.05).试验组内科、外科及格率均高于控制组,组间差异有统计学意义(P<0.05).试验组内科、外科的技能运用能力得分和及格率均高于控制组,组间差异有统计学意义(P<0.05).试验组内科、外科、妇科、儿科的学习满意度均高于控制组,组间差异有统计学意义(P<0.05).试验组学习进度快于控制组,学习时间长于控制组,学习互动次数多于控制组,组间差异有统计学意义(P<0.05).结论基于数据分析下的学习风格护理教学方案在临床护生带教中的应用效果优于传统护理教学方法,能够有效提升护生的知识掌握程度、技能运用能力和学习满意度.

Objective To investigate the effectiveness of applying learning styles based on data analysis in the clinical teaching of nursing students.Methods 77 nursing students who underwent clinical internships in the hospital from March 2021 to December 2022 were selected as research subjects,they were divided into a control group(n=38)and an experimental group(n=39)according to the enrollment time.Nursing students of the control group were taught using traditional clinical nursing mentorship methods.Nursing students of the experimental group received personalized nursing instruction based on data analysis.By assessing the level of knowledge mastery,skill application ability,and learning satisfaction among the nursing students,the study compared the learning outcomes of the two groups.Results The average score of knowledge mastery in internal medicine,surgery,and pediatrics in the experimental group were higher than those in the control group,and the differences between the groups were statistically significant(P<0.05).The passing rate of internal medicine and surgery in the experimental group were higher than those in the control group,and the differences between the groups were statistically significant(P<0.05).The score and pass rate of skill application ability in internal medicine and surgery in the experimental group were higher than those in the control group,and the differences between the groups were statistically significant(P<0.05).The learning satisfaction of internal medicine,surgery,gynecology,and pediatrics in the experimental group were higher than those in the control group,and the differences between the groups were statistically significant(P<0.05).The learning progress of the experimental group was faster than that of the control group,the learning time was longer than that of the control group,and the number of learning interactions was greater than that of the control group,and the differences between the groups were statistically significant(P<0.05).Conclusion The nursing teaching plan based on learning styles from data analysis proved to be more effective in clinical mentoring of nursing students than the traditional teaching method,effectively improving the students'knowledge mastery,skill application ability,and learning satisfaction.