任务驱动联合PBL教学法对产科实习护生带教质量的影响

Effect of task-driven combined problem-based learning method on teaching quality of nursing students in obstetrics practice

目的探究任务驱动联合以问题式学习(PBL)教学法对产科实习护生带教质量的影响。方法选取2018年9月至2019年3月在河南省人民医院产科实习的156名护生,将护生随机分为常规组及研究组,对常规组护生进行PBL教学,对研究组护生在PBL教学法基础上联合任务驱动教学模式,比较两组护生培训前后考核成绩及核心能力,同时对培训后护理质量进行比较。结果培训前,两组护生考核成绩及核心能力比较差异均无统计学意义(P>0.05),培训后,研究组护生理论及操作考核成绩分别为(85.26±6.31)分及(81.29±4.62)分,显著高于常规组(75.19±5.28,75.76±5.47)分,差异有统计学意义(P<0.05),且两组护生核心能力均有所提高,同时研究组护生各维度提高幅度均显著高于常规组,差异有统计学意义(P<0.05),另外,研究组护生培训后护理质量的评分为(103.81±6.13)分,显著高于常规组的(86.98±5.46)分,差异有统计学意义(P<0.05)。结论对产科实习护生实施任务驱动联合PBL教学带教模式,能够有效提高带教质量,提高护生培训后核心能力及护理质量,值得推广。

Objective To explore the influence of task-driven combination of problem-based learning(PBL)method on teaching quality of nursing students in obstetrics practice.Methods A total of 156 nursing students from September 2018 to March 2019 were selected and randomly divided into the conventional group and the study group.The nursing students in the conventional group received PBL teaching method,while the nursing students in the study group were combined with task-driven teaching mode based on PBL teaching method.The assessment results and core competence of nursing students before and after training were compared between the two groups,and the quality of nursing care after training was compared.Results Before training,there was no significant difference in the assessment scores and core competence between the two groups(P>0.05).After training,the scores of nursing physiology and operation examination in the study group were(85.26±6.31)and(81.29±4.62),which were significantly higher than those in the conventional group's(75.19±5.28)and(75.76±5.47),and the differences were statistically significant(P<0.05).In addition,the core competence of nursing students in both groups was improved,and the improvement of each dimension of nursing students in the study group was significantly higher than that in the conventional group,the difference was statistically significant(P<0.05).In addition,the score of nursing quality after training in the study group was(103.81±6.13)points,which was significantly higher than that in the conventional group(86.98±5.46)points,the difference was statistically significant(P<0.05).Conclusions The task-driven combined PBL teaching mode for nursing students in obstetrics practice can effectively improve the teaching quality,improve the core competence and nursing quality of nursing students after training,which is worthy of promotion.