情景模拟教学法在急诊护理教学中的应用情况

Application of scenario simulation teaching methodin emergency nursing teaching

目的本文旨在研究情景模拟教学法在我科室承担的急诊护士临床技能教学中的实际应用效果情况,分析其可行性。方法选取2018年9月—2019年3月于本院急诊科报道,需对其完成急诊护理教学任务的护士总计160人作为研究对象,按随机数表法分为观察组和对照组两组,每组各80人。对照组护士使用传统常规教学方式,观察组在对照组基础上进行情景模拟教学法进行教学,3周后对两组护士进行考核及调查问卷,考核包括急诊护理理论知识、急诊操作评分及应急思维能力三项,调查问卷包括自主学习能力、学习兴趣、交流能力、师生互动情况及团队协作能力。对入组学生的各项得分进行统计后进行统计学分析。结果考核结果显示观察组护士急诊护理理论知识、急诊操作及应急思维能力成绩均明显高于对照组护士,差异具有统计学意义(P<0.05);调查问卷结果显示观察组护士自主学习能力、学习兴趣、交流能力、师生互动情况及团队协作能力打分均明显高于对照组护士,差异具有统计学意义(P<0.05)。结论情景模拟教学在急诊护士临床技能教学中效果显著,对护士各项技能及自身评价均有明显的提升,可在教学中借鉴使用。

Objective To study the actual application effect of scenario simulation teaching method in teaching ofclinical skills for emergency nurses in our department,and analyze its feasibility.Methods This study selected a total of 160 nurses who registered at the emergency department of our hospitalfrom September 2018 to March 2019 and need to complete the emergency nursing teaching tasks as the study subjects.The enrolled nurses were grouped according to the randomnumber table method.They were equally divided into observation group and control group,with 80 people in each group.Students in the control group nurses adopted traditional conventional teaching methods,and students inthe observation group received the situation simulation teaching method on the basis of the control group.Three weeks later an evaluation and questionnaire on the two groups of nurses was conducted.Three items of theoretical knowledge,emergency operation score and emergency thinking ability were included in the evaluation.The questionnaire includingautonomous learning ability,learning interest,communication ability,teacher-student interaction and teamwork ability.The scores of the enrolled students were counted and then statisticallyanalyzed.Results The evaluation results indicated that emergency nursing theoretical knowledge,emergency operation and emergency thinking ability scores of nurses in the observation groupwere significantly higher than those of the control group,the difference was statistically significant(P<0.05).The scores of autonomous learning ability,learning interest,communication ability,teacher-student interaction and team collaboration ability were significantly higher than those of the nurses in the control group,the difference was statistically significant(P<0.05).Conclusions The scenario simulation teaching method has a significant effect in the clinical skills teaching of emergency nurses,and it significantly improves the nursingskills and self-evaluation,which could be used as reference in teaching process.