概念图结合SBAR模拟教学在内科护理学教学中的运用与效果评价

Application and Effect Evaluation of SBAR Simulation Teaching in Medical Nursing Teaching

目的评价概念图结合SBAR模拟教学在内科护理学课程实施后的效果。方法方便取样,分别选择某医学院校大三年级护理本科学生2015级(100例)、2016级(99例)为研究对象,依照学生入学先后顺序,2015级为对照组,2016级学生为实验组。通过内科护理学期末成绩、自设学习主动性和满意度问卷、自觉内科护理学学习压力、支持性沟通量表、评判性思维能力、病例汇报时间等分析教学改革的应用效果。结果内科护理学授课后,实验组学生的沟通能力(74.59±5.48)和评判性思维能力(19.08±3.49)总分高于对照组(72.27±6.68,16.74±3.84),差异有统计学意义(P<0.05);实验组的内科护理学期末成绩(76.89±11.79)、学习满意度均分(4.22±0.39)高于对照组(73.52±16.28;4.09±0.42),差异有统计学意义(P<0.05);实验组学生内科护理学自觉学习压力(3.21±0.99)比对照组(3.60±0.76)低,差异有统计学意义(P<0.05);实验组学生小组案例汇报所用时间(17.18±3.64)短于对照组(20.30±3.42),差异有显著统计学意义(P<0.05);两组相比,学生在学习主动性、辅导与咨询沟通能力、有效负面反馈沟通能力、思想开放思维能力方面,差异没有统计学差异(P>0.05)。结论概念图结合SBAR模拟教学对提高护理本科生的思维能力、支持性沟通能力、学习满意度、学习成绩和学习压力有一定帮助,需要在其他专业课程中、其他方向护理本科生中尝试推广使用,以更加客观评价该教学法的效果。

Objective To evaluate the effect of concept map combined with SBAR teaching method on thinking and communication skills of nursing undergraduates after the implementation of medical nursing courses.Methods To convenient sampling,select the students of grade 2015(100 cases)and grade 2016(99 cases)in the third year of nursing as the study objects.According to the order of students’enrollment,grade 2015 is the control group and grade 2016 is the teaching reform group.The effect of the teaching reform was analyzed through the end-of-term grades of internal medicine nursing,self-designed learning initiative and satisfaction questionnaire,self-conscious learning pressure of internal medicine nursing,supportive communication scale,critical thinking ability,and case report time.Results After teaching,the total scores of communication ability(74.59±5.48)and critical thinking ability(19.08±3.49)in the teaching reform group were higher than those in the control group(72.27±6.68,16.74±3.84),with statistically significant differences(P<0.05).The final score of the teaching reform group of internal medicine nursing(76.89±11.79)The mean score of learning satisfaction(4.22±0.39)was higher than that of the control group(73.52±16.28;4.09±0.42),the difference was statistically significant(P<0.05).The self-conscious learning pressure(3.21±0.99)in the teaching reform group was lower than that in the control group(3.60±0.76),and the difference was statistically significant(P<0.05).The time of case report in the teaching reform group was shorter(17.18±3.64)than that in the control group(20.30±3.42),and the difference was statistically significant(P<0.05).Compared with the two groups,there was no statistical difference in learning initiative,counseling and counseling communication ability,effective negative feedback communication ability,and open-minded thinking ability(P>0.05).Conclusion The combination of concept map and SBAR simulated teaching method is of certain help to improve the thinking ability and supportive communication ability of nursing undergraduates.It is necessary to try to popularize the teaching method among nursing undergraduates in other professional courses and other directions,so as to evaluate the effect of the teaching method more objectively.