对分课堂教学模式在手术室实习护生培训中的应用

Application of Presentation-Assimilation-Discussion teaching model in training for nursing students in operation room

目的 探讨对分课堂教学模式在手术室实习护生培训中的应用效果.方法 采用目的抽样法选取2016年1—6月在黑龙江省医院手术室实习的护生34名为对照组,2016年7—12月在手术室实习的护生39名为观察组.对照组护生采用常规教学模式,观察组护生采用对分课堂教学模式,比较两组实习护生的理论和操作考试成绩,观察组实习护生对教学效果的评价.结果 培训后观察组护生理论和操作考试成绩分别为（93.68±7.35）、（92.78±4.96）分,高于对照组的（86.24±4.26）、（87.52±4.45）分,差异有统计学意义（t值分别为-5.371、-4.740;P〈0.01）.观察组护生对对分课堂教学模式评价较高.结论 对分课堂可以提高手术室实习护生的成绩,具有一定的可行性,值得临床推广应用.

Objective To explore the effects of the Presentation-Assimilation-Discussion（PAD） teaching model in training for nursing students in operation room.Methods A total of 34 nursing students who practiced in the Operation Room of Heilongjiang Provincial Hospital from January to June 2016 were selected as the control group, while another 39 nursing students who practiced between July and December 2016 were selectedas the observation group by purposive sampling. Nursing students in the control group received conventional teaching, whereas nursing students in the observation group received the PAD teaching model. The theoretical and practical performance was compared between the two groups. The observation group＇s evaluation of teaching effects was also observed.Results The theoretical and practical performance of the observation group was （93.68±7.35） and （92.78±4.96） post training, both higher than that of the control group （t=-5.371, -4.740;P〈0.01）, which was （86.24±4.26） and （87.52±4.45）, respectively. Nursing students in the observation group spoke highly of the PAD teaching model.Conclusions The PAD teaching model can improve the academic performance of nursing students in operation room, which is practical and worth promoting in clinical practice.