PBL教学法、CPBL教学法在急诊科临床本科护生教学中的比较

Comparison of PBL Teaching Method and CPBL Teaching Method in the Teaching of Clinical Undergraduate Nursing Students in Emergency Department

目的观察急诊科本科护生临床带教应用以问题为基础的教学法、以临床病例和问题为中心的教学方法的效果及满意度。方法选取2016年1月—2017年12月我院接收的94名本科护理实习生作为研究对象,按教学方法不同,每组各为47名。对照组行以问题为基础的教学法,观察组行以临床病例和问题为中心的教学方法,比较两组临床护生的实习效果及满意度。结果观察组理论知识、临床操作评分均高于对照组,差异均具有统计学意义(P <0.05);观察组病例分析能力均高于对照组,差异均具有统计学意义(P <0.05);观察组教学满意度为高于对照组,差异具有统计学意义(P <0.05)。观察组以临床病例和问题为中心教学方法的授课模式较对照组认可度高。结论急诊科本科护生临床带教应用以临床病例和问题为中心教学方法可增添护生学习兴趣,增加其与患者沟通能力,进而提高教学满意度。

Objective To observe the effect and satisfaction of the problem-based learning method and case and problem based learning method in the clinical teaching of emergency department on undergraduate nursing students.Methods From January2016to December2017,94undergraduate nursing interns received by our hospital were selected as the research subjects.According to different teaching methods,they were divided into two groups,each with47students.In the control group,the problem based teaching method was adopted,and the observation group was given clinical cases and problems as the center teaching method,the internship effect and satisfaction of the two groups of clinical nursing students were compared.Results The theoretical knowledge and clinical operation score of the observation group were higher than that of the control group,and the difference was statistically significant(P<0.05).The case analysis ability of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).The satisfaction of clinical nursing students in the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).The teaching mode of the observation group centered on clinical cases and problems was higher than that of the control group based on questions.Conclusion The application of clinical teaching methods centered on clinical cases and problems in emergency department can increase the interest of nursing students,increase their ability to communicate with patients,and improve teaching satisfaction.