虚拟情境与P BL联合教学法在儿科护理带教中的应用效果

Application effect of virtual scenario simulation combined with PBL teaching method in pediatric nursing teaching

目的：探讨虚拟情境与PBL联合教学法在儿科护理带教中的临床教学效果。方法选取2015年5—12月儿科60名实习护士资料进行分析，采用随机对照方法将实习护士随机分为对照组和观察组，对照组采取儿科护理中的常规方法带教，观察组则采用虚拟情境及PBL联合教学法带教，教学结束后，对两组护士进行理论、健康教育能力的考核及自我评价。结果观察组学员理论成绩、心理体验、社会体验分数均高于对照组，差异有统计学意义（ P〈0.05）；观察组学员学习积极性、自主学习能力、负压能力、沟通能力以及取得患者信任度的能力考核分数，均高于对照组，差异有统计学意义（ P〈0.05）。结论在儿科实习护士的教学过程采取虚拟情境与PBL联合带教法，可以获得较好的效果，提高实习护理人员的学习积极性、自主学习能力，值得临床推广应用。

Objective To explore the clinical teaching effects of virtual scenario simulation combined with PBL teaching method in pediatric nursing teaching. Methods A total of 60 intership nurses in pediatric department from May to December 2015 were analyzed and they were randomly divided into control group and experimental group. Nurses in the control group were taught by conventional pediatric nursing method, while the experimental group nurses by the method of virtual scenario simulation combined with PBL teaching method. After the teaching, evaluation and self-evaluation of the theory and health education abilities between the two groups were compared. Results The scores of theoretical achievement, psychological experience and social experience in experimental group were significantly higher than the control group （ P〈0. 05 ）; the scores of learning motivation, abilities of autonomous learning, negative pressure, communication and the ability of winning patients′ trust in the experimental group were significantly higher than the control group （P〈0.05）. Conclusions Using the virtual scenario simulation combined with PBL teaching method in pediatric nursing teaching can improve the intership nurses′learning motivation and autonomous learning ability, which is worthy of clinical promotion.