PBL 结合角色扮演法在《精神科护理》教学中的应用效果

Application effect of problem based learning （PBL） and role play in the teaching of psychiatric nursing

目的：探讨将PBL结合角色扮演的行动研究引入护理专业精神科护理教学过程中，分析其实施效果。方法将88名护理专业本科生分为9个小组，学生通过角色扮演发现精神患者的问题；教师通过分析问题，自我反思，制订教学方案，引导学生进行问题剖析和自学探究，同时采用对照分析的方法比较这项教学改革与传统教学方法之间的效果差异。结果课程结束后实验组护生理论考试成绩（87．24±177;5．23）分，对照组（70．12±177;6．03）分，差异有统计学意义（t＝4．27，P＜0．05）；实验组护生对教学方法满意度92．71％，对照组83．11％，差异有统计学意义（χ2＝4．41，P＜0．05）；实验组护生对教学评价平均（90．27±177;0．68）分，对照组（85．15±177;0．47）分，差异有统计学意义（t＝9．18，P＜0．05）。结论基于PBL结合角色扮演的精神科护理教学实践能有效提高护生的学习成绩，提高教学效果，因此这种教学方法改革在今后具有很好的实施前景。

Objective To study the effect of PBL and role play in the teaching of psychiatric nursing . Methods 88 nursing majors were divided into 9 groups and students found problems of psychiatric patients by role playing . Teacher analyzed problems , conducted self-reflect and revived teaching scheme and guided students to analyze problems and self-study.Meanwhile, effect of this teaching reform and traditional teaching methods was compared by check analysis .Results Students ’ test score was （ 87.24 ±177;5.23 ） in the experimental group and （70.12 ±177;6.03）in the control group after classes, with statistically significant difference （t=4.27,P＆lt;0.05）.Students’ satisfaction of teaching method was 92.71% in the experimental group and 83.11% in the control group, with statistically significant difference （χ2 =4.41,P ＆lt;0.05）.Students’ evaluation of teaching was （90.27 ±177;0.68）in the experimental group and （85.15 ±177;0.47）in the control group, with statistically significant difference （t =9.18,P＆lt;0.05）.Conclusions Teaching practice of psychiatric nursing combined PBL and role playing can effectively improve studnents ’ test scores and teaching effect , which has good implementation perspective in the future .