情景教学法在手术室护理教学中的效果

Effect of scene teaching on operating room nursing teaching

目的探讨情景教学在护生手术室学习中的教学效果。方法利用随机数字表将2010级150名护生随机编号,排序后,奇数位采用情景教学法,偶数位采用传统教学法进行教学,应用Stata 10.0软件进行卡方检验,对两组护生的实习效果进行评价。结果与传统教学法相比,通过情景教学法,护生的心理承受能力显著增加(P=0.015),手术室工作适应程度更高(P=0.035),指导老师的满意度提升(P=0.019),且教学评价更高(P=0.048)。此外,在手术室环境熟悉速度上两组教学方法间无显著意义(P=0.420)。结论情景教学法能显著提升教师的教学效果和护生的实习能力,值得在手术室教学中推广。

Objective To investigate the effect of scene teaching on operating room nursing teaching. Methods Two hundred students of grade 2010 were equally and randomly divided into two groups. The experiment group received the traditional teaching method, while the students in the control group received scene teaching. Two-sided chi-square tests were used to assess the outcomes of clinical practice between the two groups with stata 10.0 software. Results Compared to traditional teaching method, scene teaching could significantly improve the nursing students＇ psychological withstanding ability （P = 0.015 ）. Scene teaching also could promote the nursing students to be more adaptable in operating （P = 0.035 ） and improve their satisfaction to their teachers （P = 0.019 ）. Eventually, scene teaching obtained a higher appraisal compared to the traditional teaching method （ P = 0. 048 ）. Conclusion Scene teaching is worthy of disseminating and applying for its significant role in improving the teacher＇ teaching effect and nursing students＇ practical ability.