PBL教学法在肿瘤外科临床护理实习生带教中的应用效果分析

Analysis of the Effect of PBL Teaching Method in the Teaching of Clinical Nursing Trainees in Tumor Surgery

目的探讨PBL教学法在肿瘤外科临床护理实习生带教中的应用效果。方法选定2017年6月-2019年5月该科实习的102名护理实习生,完全随机法分为观察组51名(PBL教学法)与对照组51名(传统教学法),比较两组考核成绩(临床操作技能、病例分析、临床理论知识),综合能力(交流沟通能力、人文关怀、解决问题能力、动手能力、批判性思维能力、自学能力),教学满意度指标。结果教学结束,观察组临床操作技能评分(89.26±5.62)分、病例分析评分(90.76±5.71)分、临床理论知识评分(95.62±5.92)分、交流沟通能力(8.87±1.34)分、人文关怀(8.64±1.06)分、解决问题能力(9.04±0.84)分、动手能力(8.49±1.28)分、批判性思维能力(8.92±1.35)分、自学能力(9.29±1.43)分、教学满意率(96.08%)均高于对照组且差异有统计学意义(P<0.05)。结论 PBL教学法方法可有效提高护理实习生的教学质量与教学满意度,值得推广使用。

Objective To explore the application effect of PBL teaching method in the teaching of clinical nursing interns in tumor surgery. Methods A total of 102 nursing interns with undergraduate internships from June 2017 to May 2019 were selected. The completely random method was divided into 51 nursing interns in the observation group(PBL teaching method) and 51 nursing interns in the control group(traditional teaching method). The two groups were evaluated of the achievement(clinical operation skills, case analysis, clinical theoretical knowledge), comprehensive ability(communication ability, humanistic care, problem solving ability, hands-on ability, critical thinking ability, self-learning ability), teaching satisfaction index. Results After teaching, the observation group scored(89.26 ±5.62)points in clinical operation skills,(90.76±5.71)points in case analysis,(95.62±5.92)points in clinical theoretical knowledge,(8.87±1.34)points in communication and humanistic care(8.64±1.06)points, problem solving ability(9.04±0.84)points, hands-on ability(8.49±1.28)points, critical thinking ability(8.92±1.35)points, self-learning ability(9.29±1.43)points, teaching satisfaction rate(96.08%) were higher than the control group and the difference was significant(P<0.05). Conclusion The PBL teaching method can effectively improve the teaching quality and teaching satisfaction of nursing interns, and it is worth popularizing.