情境模拟教学法在小儿外科临床护理教学中的应用

Application of Situational Simulation Teaching Method in Pediatric Surgery Clinical Nursing Teaching

目的探讨情境模拟教学法在小儿外科临床护理教学中的应用。方法选取某校护理1班、护理2班的同学作为本次临床护理教学研究的实验对象,将护理1班的同学纳入对照组,护理2班的同学纳入观察组,对照组学生采取普通的临床护理教学方法,观察组的学生则采取情景模拟教学法,在课程结束后,对120名学生进行考核,对比两个班的学生的理论成绩、操作成绩、书写护理病历评分、综合处理能力评分。结果观察组学生的理论成绩(92.74±2.66)分、操作成绩(90.75±2.43)分、书写护理病历评分(89.73±2.78)、综合处理能力(90.53±2.53)评分高于对照组学生的理论成绩(83.37±2.63)分、操作成绩(77.83±2.53)分、书写护理病历评分(83.56±2.23)、综合处理能力(83.64±2.33)评分,两组实验数据经过数据分析后,差异均具有统计学意义(P<0.05)。结论将情景模拟教学法运用于小儿外科临床护理教学中,能有效地提升学生对小儿外科知识的掌握程度。

Objective To explore the application of situational simulation teaching method in the clinical nursing teaching of pediatric surgery. Methods The students of 1 class and 2 class in our school were selected as the subjects of this clinical nursing teaching study, and the students of class 1 were included in the control group, the students in the observation group were included in the observation group, the control group took ordinary clinical nursing teaching methods, and the students of the observation group took the situational simulation teaching method. After the course, 100 students were assessed, and the theoretical achievements and operational achievements of the students were compared. Results Observation group students＇ theory achievements was （92.74＋2.66） points, operations was （90.75±2.43） points, writing nursing records score was （89.73±2.78） points and comprehensive processing capacity was （90.53±2.53） points, which were significantly higher than the control group students＇ theory achievements （83.37±2.63） points, operation （77.83±2.53） points, writing nursing records score （83.56±2.23） points and comprehensive processing capacity （83.64±2.33） points, the experimental data were statistically significant （P 〈 0.05）. Conclusion The application of scenario simulation teaching method in the clinical nursing teaching of pediatric surgery can effectively improve the students＇ knowledge of surgical knowledge.