以团队为基础的学习联合情境模拟教学在精神科临床教学中的应用

Application of team-based learning combined with situational simulation in clinical teaching of psychiatry

目的 探讨以团队为基础的学习联合情境模拟教学法在精神科临床教学中的实施效果.方法 以《精神科护理学》中＆quot;精神科危机状态的防范与护理＆quot;章节为教学内容,组建师资团队,依次进行课程设计、剧本编写、情境演练和影像制作,对60名实习护生开展为期4周基于团队的学习联合情境模拟教学,比较教学前后护生对专科理论和应急技能掌握程度及护生对教学的满意度.结果 教学4周末,护生的专科理论考核成绩从（83.27±5.31）分上升至（88.93±8.20）分,操作技能考核成绩从（85.87±7.34）分上升至（93.48±5.99）分,差异均有统计学意义（t值分别为-7.91,-9.12;P＜0.01）;护生对教学满意度的评分从（83.82±8.23）分上升至（97.21±1.75）分,差异有统计学意义（t=10.78,P＜0.01）.结论 基于团队的学习联合情境模拟教学法培养护生的自主学习兴趣,提高自主学习的能力,提升临床教学质量和教学满意度.

Objective To investigate the implementing effect of team-based learning combined with situational simulation in clinical teaching of psychiatry.Methods A compendium was selected from ＆quot;Psychiatric nursing＆quot;,which was about the prevention and nursing of psychiatric crisis. We designed curriculums and wrote the scripts,and organized professional scenario walkthroughs. Eventually,we made them into videos and audio data. Firstly,60 nursing students were given team-based learning combined with situational simulation based on traditional teaching for 4 weeks. After teaching,the results of the theory and emergency skills examination and teaching satisfaction were compared.Results After 4 weeks,the professional theoretical examination of nursing students was （88.93±8.20） pints,and it was significantly higher than （83.27±5.31） points before teaching;meanwhile the emergency skills examination was （93.48±5.99） points,which was significantly higher than （85.87±7.34） points before training （t=-7.91,-9.12;P〈0.01）. The score of satisfaction of nursing students with teaching was （97.21±1.75）,which was higher than （83.82±8.23） before training （t=10.78,P〈0.01）.Conclusions The team-based learning combined with situational simulation teaching not only cultivates nursing students＇ autonomous learning interest,which could improve independent study ability and effectiveness,but also improves their teamwork skills,which could improve clinical teaching quality and satisfaction.