PBL教学模式在消化内镜教学中的应用效果观察

Clinical application of PBL modes in the teaching of gastrointestinal endoscopy

目的研究消化内镜教学中采取PBL教学模式的应用效果。方法选择2015年6月~2017年2月期间我院消化内镜病房内接收的86名护理实习生作为研究对象,按照随机数字法分为研究组与对照组各43名,其中研究组采取PBL教学模式,对照组采取常规教学模式,对比两组护理实习生对相关知识掌握情况以及对教学的满意程度。结果研究组优秀、良好发生率较对照组高(χ~2=5.929,5.119,P<0.05),但及格、不合格率较对照组低(χ~2=8.201,7.218,P<0.05);研究组基础知识、专科知识、病例分析以及总成绩较对照组高(t=13.430,13.160,8.658,9.522,P<0.05);且研究组对教学工作满意度(95.35%)高于对照组(81.40%),差异具有统计学意义(χ~2=9.471,P<0.05)。结论消化内镜教学中采取PBL教学模式效果更好,有效提高护理实习生考试成绩,加强对消化内镜相关知识的掌握程度,从而保障护理质量,同时提高实习生对教学工作的满意程度,为医院护理水平提供保障。

Objective To study the clinical value of PBL（problem-based learning） modes in the teaching of gastrointestinal endoscopy. Methods 86 nursing students worked from June 2015 to February 2017 in our gastrointestinal endoscopy wards were selected. The subjects were randomly divided into two groups, 43 cases each group. The study group received the PBL mode; the control group received the conventional teaching mode. The mastery degree of related knowledge and teaching satisfaction were observed. Results Compared with control group, the excellent rate and good rate for study group was significantly increased（X2=5.929, 5.119, P〈0.05）; the pass rate and failed rate for study group were significantly reduced （X2=8.201, 7.218, P〈0.05）; the scores of basic knowledge, specialty knowledge, case analysis and overall examination scores for study group were significantly increased（t=13.430, 13.160, 8.658, 9.522, P〈0.05）; the teaching satisfaction for study group （95.35%） was significantly higher than control group （81.40%） （X2=9.471, P〈0.05）. Conclusion The PBL can increase their examination score, mastery degree of related knowledge and teaching satisfaction in guaranteeing the nursing quality in the hospital.