三种教学方法在急危重症护理学教学中的应用比较

Comparison of three teaching methods in critical care nursing teaching

目的 探讨将LBL教学法、PBL教学法、PBL与LBL双轨教学法用于急危重症护理教学中,对学生急救知识和技能的培养效果.方法 采用目的抽样法抽取沈阳医学院2013届护理本科学生60人,随机分成3组,每组20人,分别进行LBL教学法、PBL教学法、PBL＋LBL双轨教学法教学.课程结束后进行技能和理论考核.结果 LBL组技能考核（83.12±3.21）分,理论考核（87.45±3.50）分;PBL组技能考核（86.45±4.50）分,理论考核（86.85±4.55）分;LBL＋PBL组技能考核（87.25±3.41）分,理论考核（89.85±2.89）分;3组比较差异有统计学意义（F值分别为11.98、3.66;P〈0.05）.结论 PBL与LBL双轨教学法不仅可以增强学生对理论知识的掌握程度,而且使学生能将所学知识灵活运用到临床病例分析及实践中,学生综合素质也得到一定的提高.

ObjectiveTo explore the effects of lecture-based learning （LBL）,problem-based learning （PBL） and lecture-based learning plus problem-based learning （LBL＋PBL） on nursing students′ emergency knowledge and skills learned in critical care nursing teaching.Methods Totally 60 college nursing students admitted by Shenyang Medical College in 2013 were selected and divided into three groups randomly and equally. Nursing students in the three groups received LBL,PBL and LBL＋PBL,respectively. At the end of these courses,they were examined for relevant skills and theories.Results The skill and theory scores of the LBL group were （83.12±3.21） and （87.45±3.50）,respectively;the skill and theory scores of the PBL group were （86.45±4.50） and （86.85±4.55）,respectively;and the skill and theory scores of the LBL＋PBL group were （87.25±3.41） and （89.85±2.89）,respectively （F=11.98,3.66;P〈0.05）.Conclusions LBL＋PBL can strengthen nursing students′ theoretical knowledge and enable them to apply what they have learned in clinical analysis and practice,thus improving their overall competence.