多元化教学法在心内科临床护理实习带教中的应用

Application of diversified teaching methods in clinical education on department of cardiology

目的：研究多元化教学法在心内科临床护理教学中应用的可行性和有效性。方法将2012年9月—2013年9月在心内科实习的护生139人按随机数字表法分为对照组（ n＝68）和试验组（n＝71），对照组采用传统“一对一”带教模式，试验组采用讲授式教学法（LBL）、以团队为基础的教学法（ TBL）和以问题为基础的教学法（ PBL）相结合的多元化教学法，比较两组教学效果。结果试验组护生出科理论考试成绩为（91．8±3．6）分，操作考试成绩为（92．4±2．9）分，均优于对照组，差异有统计学意义（ t值分别为7.89，5．51；P＜0．05）；试验组护生对教学满意度为84．5％，对照组为61．8％，差异有统计学意义（ u＝2.1，P＜0．05）。结论 LBL、TBL、PBL多元化教学法可提高教学效果，获得护生和带教老师的认同。

Objective The present study sought to explore the feasibility and effectiveness of lecture-based learning （ LBL ） , task-based learning （ TBL ） and problem-based learning （ PBL ） in clinical nursing teaching of department of cardiology.Methods A total of 139 practice nurses in the department of cardiology from September 2012 to September 2013 were divided into the control group and the experiment group according to random number table.The control group consisted of 68 practice nurses received traditional “one to one”education model, while 71 practice nurses were included in the experiment group with diversified teaching methods of LBL, TBL and PBL.Results The theoretical and practical exam results of experiment group were （91.8 ±3.6） and （92.4 ±2.9）, which were significantly higher than those in the control group （t=7.89,5.51, respectively;P〈0.05）.The satisfaction of teaching in the experiment group was 84.5%, compared to 61.8% in the control group, the difference was statistically significont （u =2.1,P〈0.05）. Conclusions Diversified teaching methods of LBL, TBL and PBL can improve the effect of teaching, and was identified by practice nurses and clinical teachers.