PBL教学模式在胃肠外科肠造口护理教学中的应用效果

Application of PBL Teaching Model in Gastrointestinal Surgical Management of Intestinal Tract Nursing

目的探讨基于问题的教学模式(problem based learning,PBL)在胃肠外科实习护士中肠造口护理教学的效果评价,以期为提高临床专项教学效果提供参考。方法纳入2016年12月—2017年12月在我院胃肠外科实习的同一院校护理专业本科生共186人。采用随机数字表法,将所纳入护生随机分为两组。其中,观察组94人采用PBL教学法,对照组92人采用传统教学法。所有护生在我科室实习时间均为2个月,实习结束后采用评分制模式对两组护生在理论、实践操作、教学满意度、及学习效能问卷调查方面进行综合评价,比较两种教学方法在肠造口护理教学的应用效果。结果观察组护生理论考试成绩和实践操作成绩,与对照组护生比较,差异具有统计学意义(P<0.01);两组护生对带教教师满意度评价比较,差异不具有统计学意义(t=0.974;P=0.331)。观察组护生在有助于知识理解、提高学习积极性、勇于提出问题、敢于分享个人观点、提高查阅文献能力、对护理工作做出合理评价、了解护士的责任和义务方面,与对照组护生比较,差异具有统计学意义(P<0.01);两组在信赖自己处理患者能力比较,差异不具有统计学意义(t=1.515;P=0.131)。结论基于问题的教学模式在胃肠外科实习护生中肠造口护理教学的效果良好。

Objective To investigate the efect of problem-based learning （PBL） on the teaching of midgut stoma in gastrointestinal surgery nurse practitioners in order to provide references for improving the teaching efect of clinical specialties. Methods A total of 186 nursing undergraduates from the same college attended department of gastrointestinal surgery in our hospital from December 2016 to December 2017. Random number table method was used to divide the nursing students into two groups randomly, 94 nursing undergraduates of them in the observation group adopted the PBL teaching method and 92 nursing undergraduates in the control group adopted the traditional teaching method. All nursing students in our department internship time are 2 months, after the end of internship using scoring system model of the two groups of students in theory, practice, teaching satisfaction and learning efectiveness of the questionnaire survey conducted a comprehensive evaluation of the two teaching Methods The effect of application in teaching of enterostomal nursing. Results The scores of theoretical examination and practical operation of nursing students in the observation group were significantly different from those in the control group （P 〈 0.01）. There was no statistically signifcant diference between the two groups in the evaluation of teachers＇ satisfaction （t=0.974;P=0.331）. The nursing students in the observation group were helpful in understanding knowledge, improving learning enthusiasm, bravely asking questions, dared to share personal views, improve the ability to consult the literature, make a reasonable evaluation of the nursing work, to understand the responsibilities and obligations of the nurses. Compared with the control group, the diference was statistically signifcant （P 〈 0.01）. There was no statistically significant difference between the two groups in their ability to deal with patients themselves （t=1.515; P=0.131）. Conclusion The problem-based teaching model has a good efect on the teaching of mid-gut stoma care in gastrointestinal surgical nursing students.