情景教学法在临床护理教学中的应用

Application of situational teaching approach in clinical nursing teaching

目的探讨情景教学法在临床护理教学中的应用效果。方法分析宝鸡职业技术学院医学分院2013年1月-2015年2月护理专业学生80名的资料，依据教学方法不同进行分组．常规教学组40名和情景教学组40名。观察两组笔试成绩、学生对于教师教学质量的评分、教师对于学生实习行为的评价情况。结果情景教学组学生出科成绩[（90．1±7．8）分]、实习结束成绩[（91．8±8．1）分]均高于常规教学组[（80．4±10．2）、（83．6±9．7）分]，情景教学组教学目标[（8．0±1．5）分]、讲解护理学内容[（8．1±1．4）分]、接纳教学模式[（8．2±1．2）分]、教学语言[（8．3±1．0）分]、理论和实践联系[（8．1±1．4）分]、临床问题处理[（8．2±1．6）分]、学习积极性[（8．1±1．7）分]、板书工整[（8．2±1．6）分]、教学进度[（8．1±1．6）分]、教师指导促进[（8．1±113）分]评分均高于常规教学组[（6．2±1．1）、（6．4±1．2）、（6．3±1．0）、（6．1±1．2）、（6．3±1．2）、（6．3±1．0）、（6．3±1．0）、（6．3±1．1）、（6．3±1．2）、（6．3±1．2）分]，情景教学组职业道德I（8．2±1．6）分]、专业行为[（8．3±1．4）分]、学习灵活性[（8．2±1．7）分]、主动学习[（8．1±1．4）分]、临床分析能力[（8．4±1．4）分]、提问能力[（8．1±1．6）分]、护理知识面[（8．2±1．3）分]、创造性思维[（8．1±1．6）分]、应急动手能力[（8．2±1.3）分]、合作关系[（8．1±1．6）分]评分均高于常规教学组[（6．8±1．3）、（6．7±1．2）、（6．3±1．2）、（6．3±1．3）、（6．3±1．2）、（6．4±1．4）、（6．3±1．2）、（6．4±1．5）、（6.3±1．2）、（6．4±1．4）分]，差异均有统计学意义（P〈0．05）。结论情景教学法在临床护理教学中的应用可以明显提高护理教学质量和护理专业学生的学习兴趣，值得在临床教学中推广应用。

Objective To investigate the application effect of situational teaching approach in clinical nursing teaching. Methods The data of 80 nursing students in Medical Branch of Baoji Vocational Technical Institute from January 2013 to February 2015 was analyzed, the students were divided into two groups according to different teaching methods, with 40 cases in conventional teaching group and 40 cases in situational teaching group. The written test scores, scores of students for teaching quality of teachers, evaluation of teachers for practice behavior of nursing students of the two groups were observed. Results The grade of out of department [（90.1±7.8） points] and the grade at end of internship [（91.8±8.1） points] of situational teaching group were higher than those of conventional teaching group [（80.4±10.2）, （83.6±9.7） points], the teaching objective [（8.0±1.5） points], contents of nursing science [（8.1±1.4） points], acceptance of teaching mode [（8.2±.2） points], teaching language [（8.3±.0） points], theory combined with practice [（8.1±.4） points], clinical deal with problems [（8.2±.6） points], learning enthusiasm [（8.1±1.7） points], neat blackboard-writing [（8.2±1.6） points], teaching progress [（8.1±1.6） points], teacher＇s guidance and promotion [（8.1±1.3） points] of situational teaching group were higher than those of conventional teaching group [（6.2 ± 1.1）, （6.4 ± 1.2）, （6.3± 1.0）, （6.1 ± 1.2）, （6.3±1.2）, （6.3 ± 1.0）, （6.3±1.0）, （6.3±1.1）, （6.3±1.2）, （6.3±1.2） points], the professional ethics [（8.2±1.6） points], professional behavior [（8.3±1.4） points], learning agility [（8.2_±1.7） points], active learning [（8.1±1.4） points], clinical analytical ability [（8.4± 1.4） points], ability of raising questions [（8.1±1.6） points], nursing knowledge [（8.2±1.3） points], creative thinking [（8.1± 1.6） points], emergency ability [（8.2±1.3） points], symbiosis [（8.1±1.6） points] of situational teaching group were higher than those of conventional teaching group [（6.8±1.3）, （6.7±1.2）, （6.3±1.2）] （6.3±1.3）, （6.3±1.2）, （6.4±1.4）, （6.3±1.2）, （6.4±1.5）, （6.3±1.2）, （6.4±1.4） points], the differences were statistically significant （P 〈 0.05）. Conclusion The application of situational teaching approach in clinical nursing teaching can obviously improve the teaching quality of nursing and learning interest of nursing students, which is deserved to be promoted and used in clinical teaching.