PBL、LBL教学模式在内分泌科护理教学查房中的应用及对比分析

Contrastive analysis on PBL and LBL teaching modes applied to endocrinology nursing teaching ward round

【目的】对比以问题为基础的教学模式(problem based learning,PBL)与以授课为基础的教学模式(lecture based learning,LBL)应用于护理教学查房的效果,探索提高护理教学查房质量的教学方法。【方法】将2012年6月-2013年4月先后在我科实习的护生81名半随机编入实验组和对照组,对照组41人,实验组40人。实验组教学查房采用PBL教学模式,对照组采用传统的LBL教学模式,比较培训前后两组学生同一份病例分析试卷的考试成绩及学生对教学效果的评价结果。【结果】培训后实验组病历分析考试成绩优于对照组(P<0.05);对教学方法的评价中,与对照组相比,实验组学生认为PBL教学有利于提高学生学习的主动性、病历分析能力、信息检索能力及团队协作能力(P<0.05)。【结论】PBL教学模式比传统LBL教学模式更有利于提高学生分析问题,解决问题能力,有利于提高学生学习的主动性、信息检索能力及团队协作能力。

[ Objective ] To explore the teaching methods to improve the quality of teaching ward round, by comparing the problem based learning mode with the lecture based learning mode applied to nursing teaching ward round. [ Methods ] From June 2012 to April 2013, 8I internship nursing students were divided into the experimenta] group （40 students） and the control group （41 students） semi- randomly, Experimental group adopted the teaching mode of PBL, and the control group took the mode of LBL. Case analysis of the same test paper before and after the training between the two groups was conducted, and two groups＇ evaluation on teaching effect was also compared. [ Results ]The training ability of the experimental group was better than that of control group after training （P 〈 0.05）, and the students in the control group thought that PBL could improve learning initiative and case analysis, information retrieval ability and team cooperation ability. [Conclusion] The teaching ward round based on PBL mode overwhelmed the conventional LBL mode in the following aspects： nurturing analysis skills, problem-solving skills, learning initiative and case analysis, information retrieval ability and team cooperation ability （P 〈 0.05 ）.