以团队为基础的学习联合微格教学法在本科护生急救技能教学中的应用

Application of first aid ability training based on team-based learning combined with microteaching

目的探讨以团队为基础的学习（TBL）联合微格教学法在本科实习护生急救技能教学中的应用效果。方法选取实习的72名本科实习护生，按抽签法随机分为观察组和对照组各36名。观察组采用TBL联合微格教学法，对照组采用传统教学方法。培训结束后，通过客观结构化临床考试（OSCE）和评判性思维能力量表中文版（CTDI-CV）对2组的教学方法进行效果评价。结果观察组护生的OSCE成绩为（86．66±5．09）分，对照组为（84．47±5．78）分，2组比较差异有统计学意义（t=3．38，P〈0．05）。培训后观察组护生在CTDI—CV总分及分析能力、系统化能力、思维自信心、求知欲、认识成熟度5个维度得分分别为（329．39±25．56）、（49．33±4．42）、（45：11±6．08）、（48．17±6．14）、（51．08±6．55）、（45．06±5．19）分，与培训前的（325．17±27．26）、（48．19±4．97）、（44．42±6．30）、（47．47±6．27）、（50．36±7．12）、（44．56±5．13）分比较有所提高，差异有统计学意义（t=2．11—4．95，P〈0．05）。结论应用TBL联合微格教学法有利于提高本科实习护生的急救能力、评判性思维能力，有助于提高教师的临床急救教学质量。

Objective To investigate the team-based learning（TBL） combined with microteaching method in the teaching of undergraduate first aid courses. Methods Totally72 undergraduate nursing students randomly divided into the observation group and control group each including 36 cases by lottery. Nursing students in the observation group received TBL combined with microteaching, while nursing students in the control group received conventional teaching. Results The average score of objective structured clinical examination （OSCE） in observation group was （86.66±5.09） points and the control group was （84.47±5.78） points, the difference was statistically significant （t=3.38, P〈 0.05）. After training, the total score of Critical Thinking Disposition Inventory Chinese Version （CTDI-CV） and 5 dimensions＇ were （329.39 ± 25.56）, （49.33 ± 4.42）, （45.11 ± 6.08）, （48.17 ± 6.14）, （51.08 ± 6.55）, （45.06 ± 5.19） points in observation group, and （325.17±27.26）, （48.19±4.97）,（44.42±6.30）, （47.47±6.27）, （50.36±7.12）, （44.56± 5.13） points before training, the differenees were statistically signifieant （t=2.11-4.95, P〈0.05）. Conclusions TBL combined with mieroteaching method in first aid training eourse can improve the undergraduate nursing students＇ first aid ability, critieal thinking ability.