任务驱动教学法在妇产科护生教学中的应用研究

Research on the Application of Task Driven Teaching Method in the Teaching of Obstetrics and Gynecology Nursing Students

目的:探讨任务驱动教学法在妇产科护生教学中的应用效果。方法:选取2019年7-10月于广州市妇女儿童医疗中心肿瘤妇科实习的护生62名,按照简单数字表法随机分成对照组(31名)和观察组(31名)。对照组护士予以常规带教法进行带教,观察组护生则采取任务驱动教学法进行带教。带教4周后,分别比较两组护生的理论及操作考核成绩、患者满意度、护生对带教方式的满意度以及带教老师对护生的满意度。结果:观察组护生的理论考试成绩、操作考核成绩均显著高于对照组护生,差异均有统计学意义(P<0.05);患者对观察组护生的各项护理质量评价得分均显著高于对照组护生,差异均有统计学意义(P<0.05);观察组护生对带教方式的满意度均显著高于对照组护生,差异均有统计学意义(P<0.05);带教老师对观察组护生的满意度显著高于对照组护生,差异均有统计学意义(P<0.05)。结论:在妇产科教学中采用任务驱动教学法对护生实施带教,能够发展护生的评判性思维,有效提高其临床自学能力和自身综合素质,取得较好的带教效果,值得临床带教工作中广泛推广。

Objective:To explore the application effect of task driven teaching method in the teaching of Obstetrics and Gynecology Nursing Students.Method:From July to October 2019,62 nursing students were randomly divided into two groups:control group and observation group,31 cases in each group.The nurses in the control group were taught by routine teaching method,while the students in the observation group were taught by task driven teaching method.After 4 weeks of teaching,the theoretical and operational assessment results,patients’satisfaction,students’satisfaction with teaching methods and teachers’satisfaction of two groups were compared.Result:The results of theory test and operation test in the observation group were significantly higher than those in the control group(P<0.05).The evaluation scores of nursing quality in the observation group were significantly higher than those in the control group(P<0.05).The satisfaction degree of nursing students in the observation group was significantly better than that in the control group(P<0.05).The satisfaction of the teachers in the observation group was significantly better than that of the control group(P<0.05).Conclusion:In the teaching of gynecology and obstetrics,the task-driven teaching method can effectively develop the critical thinking of nursing students,improve their clinical self-study ability and their comprehensive quality,and achieve better teaching effect.It is worth popularizing in clinical teaching.