基于认知负荷理论的教学用于重症医学护理教学的效果观察

Observation on effect of teaching based on cognitive load theory in the nursing teaching of intensive care medicine

目的探究基于认知负荷理论(cognitive load theory,CLT)的教学用于重症医学护理教学的效果。方法以2019年1月至2020年9月在济宁医学院附属医院学习重症医学护理的70名实习护生作为研究对象,将2019年1月至2019年11月的护生纳入对照组(n=35),将2019年12月至2020年9月的护生纳入观察组(n=35)。对照组予以常规教学,观察组实施基于CLT的教学。比较两组护生教学结束时培训负荷(临床护生培训负荷调查量表)、共情能力[中文版杰弗逊共情量表护生版]、自主学习能力(护理专业大学生自主学习能力测评量表)、重症医学护理专业能力[重症监护护生核心能力综合评价量表]的差异。采用SPSS 19.0进行卡方检验和t检验。结果教学结束时,观察组护生临床护生培训负荷调查量表各维度得分均低于对照组(P均<0.05);观察组护生中文版杰弗逊共情量表护生版、护理专业大学生自主学习能力测评量表、重症监护护生核心能力综合评价量表各维度得分均高于对照组(P均<0.05)。结论基于CLT的教学用于重症医学护理教学中有助于减轻学习者的培训负荷,促进其共情能力、自主学习能力、重症医学护理专业能力的提升。

Objective To explore the effect of teaching based on cognitive load theory(CLT)in the teaching of intensive care medicine.Methods A total of 70 practical nursing students studying intensive care medicine in the Affiliated Hospital of Jining Medical College from January 2019 to September 2020 were taken as the research objects.The nursing students who practiced from January 2019 to November 2019 were included in the control group(n=35),and the students from December 2019 to September 2020 were included in the observation group(n=35).The control group was given routine teaching,and the observation group was given CLT-based teaching.The differences of training load(clinical nursing student training load survey scale),empathy ability(Jefferson empathy scale for nursing students in Chinese version),self-learning ability(self-learning ability evaluation scale for nursing students)and critical medical nursing professional ability(comprehensive evaluation scale for core competence of intensive care nursing students)were compared between the two groups at the end of teaching.Chi-square test and t-test were performed by SPSS 19.0.Results At the end of teaching,the scores of all dimensions of the observation group's clinical nursing student training load survey scale were lower than those of the control group(all P<0.05);the scores of all dimensions of observation group's nurses Jefferson empathy scale for nursing students in Chinese version,self-learning ability evaluation scale for college nursing students,and comprehensive evaluation scale for core competence of intensive care nursing students were higher than those of the control group(all P<0.05).Conclusion When CLT-based teaching is applied in the teaching of intensive care medical nursing,it helps to reduce the training load of learners,and promote empathy,independent learning ability,and professional ability of intensive care medical nursing skills.