PBL教学模式在呼吸内科临床护理带教中的应用

Application of PBL Teaching Mode in Clinical Nursing Teaching of Respiratory Medicine

目的:探讨PBL教学模式在呼吸内科临床护理带教中的应用价值。方法:选择2018年2月-2019年2月于本院呼吸内科实习的护理学生80名为研究对象,按照教学时间进行分组,2018年2-8月为对照组,2018年9月-2019年2月为观察组,每组护生40名。对照组实施常规护理教学,观察组行PBL教学模式。比较两组干预后学生学习成绩情况、学习兴趣相关指标、实践能力。结果:在教学周期完成后的结业考试成绩考核中,观察组的理论成绩及实践成绩得分均显著高于对照组,差异均有统计学意义(P<0.05)。在教学周期完成后的结业考试成绩考核中,观察组学生主动学习的比例显著高于对照组,被动学习及反感学习的比例显著低于对照组,差异均有统计学意义(P<0.05)。在教学周期完成后的结业考试成绩考核中,观察组学生所具有的沟通能力、创新能力及团队协作能力得分均明显高于对照组,差异均有统计学意义(P<0.05)。结论:在呼吸内科护理教学过程中实施PBL教学模式,可有效提高护生学习成绩,培养其主动学习能力,提高实践能力。

Objective: To explore the application value of PBL teaching model in clinical nursing teaching of respiratory medicine. Method: A total of 80 nursing students who were selected to practice in the department of respiratory medicine of our hospital from February 2018 to February 2019 were selected as research objects. According to the teaching time, they were divided into two groups, the control group was selected from February to August 2018, and the observation group was selected from September 2018 to February 2019. There were 40 nursing students in each group. The control group was carried out routine nursing teaching, and the observation group was carried out PBL teaching mode. After the intervention, the academic performance, learning interest and practical ability of two groups were compared. Result: In the final examination result assessment after the completion of the teaching cycle, the theoretical and practical scores of the observation group were significantly higher than those of the control group, with statistically significant differences(P<0.05). In the final examination result assessment after the completion of the teaching cycle, the proportion of active learning in the observation group was significantly higher than that in the control group, and the proportion of passive learning and aversive learning were significantly lower than those in the control group, with statistically significant differences(P<0.05). In the final examination result assessment after the completion of the teaching cycle, the scores of communication ability, innovation ability and teamwork ability of students in the observation group were significantly higher than those in the control group, with statistically significant differences(P<0.05). Conclusion: The implementation of PBL teaching mode in the teaching process of respiratory nursing can effectively improve nursing students’ academic performance, cultivate their active learning ability and improve their practical ability.