PBL联合床旁教学模式在耳鼻喉科护理临床教学中的应用

Application of the teaching method with the combination of PBL and teaching in clinical teaching of otolaryngological nursing

目的:探讨在耳鼻喉科护理实习生临床教学过程中应用PBL联合"B-E-D-S-I-D-E"床旁教学模式的教学效果。方法:选取2016年8月至2018年7月在我院耳鼻喉科实习的85名护生为研究对象,根据随机数字表法将护生分为对照组43人和观察组42人,对照组采用传统教学模式,观察组采用PBL联合"B-E-D-S-I-D-E"床旁教学模式,实习结束后,对实习护生的带教效果进行评定,主要为出科理论和操作成绩、教学效果满意度以及采用护理迷你临床演练评量(mini-CEX)考核护生临床护理综合能力。结果:观察组护生出科时的理论成绩为(82.42±5.43)分,操作成绩为(81.83±4.51)分,对照组护生出科时的理论成绩为(78.90±5.96)分,操作成绩为(74.84±6.14)分,2组护生得分比较差异有统计学意义(t值为2.844、5.973,P<0.01);观察组护生对教学效果的满意度高于对照组,差异有统计学意义(t值为4.224~10.593,P<0.01);观察组护生mini-CEX中护理措施、护理诊断、护理查体、护理问诊、人文关怀、组织效能、健康咨询、整体评价各条目得分分别为(7.28±1.42)、(6.59±1.21)、(6.61±1.25)、(6.78±1.24)、(6.83±1.42)、(6.66±0.92)、(6.97±1.21)、(7.09±0.93)分,高于对照组的(5.46±1.09)、(4.20±1.05)、(5.18±1.20)、(5.06±1.24)、(5.16±1.17)、(5.86±1.18)、(5.23±1.04)、(5.18±1.01)分,差异有统计学意义(t值为3.483~9.070,P<0.01)。结论:PBL联合"B-E-D-S-I-D-E"床旁教学模式可以显著提高护生临床护理综合能力及临床教学质量和教学满意度,适合推广。

Objective To explore the teaching effect of PBL combined with"B-E-D-S-I-D-E"bedside teaching mode in clinical teaching of Otolaryngology nursing interns.Methods From August 2016 to July 2018,85 nursing students internship in Otolaryngology were selected as the research object.The nursing students were divided into control group and observation group according to the random number table method.PBL combined with"BEDSIDE"bedside teaching mode.After the internship,the teaching effect of the internship nurses,such as the evaluation of the theory of course preparation,the performance of operation,the satisfaction degree of teaching effect and the comprehensive ability of clinical nursing,was evaluated.The evaluation of mini-cex was used to evaluate the comprehensive ability of clinical nursing of nursing students.Results The theoretical scores of nursing students in the observation group was 82.42±5.43 and the operational score was 81.83±4.51.The theoretical score of nursing students in the control group was 78.90±5.96 and the operational score was 74.84±6.14.The scores of nursing students in the two groups were significantly different(t value was 2.844,5.973,P<0.01).The satisfaction of nursing students in the two groups was significantly higher than that in the control group(t value was 4.224,10.593,P<0.01).The scores of nursing measures,nursing diagnosis,nursing physical examination,nursing consultation,humanistic care,organizational efficiency,health consultation and overall evaluation in the mini clinical exercise evaluation scale of nursing students in the two groups were significantly higher than those in the control group(t value was 3.483-9.070,P<0.01).Conclusions PBL combined with"B-E-D-S-I-D-E"bedside teaching method could significantly improve the comprehensive ability of nursing students in clinical nursing practice,and also improve clinical teaching quality and satisfaction,which is suitable for promotion.