产科护理带教采用PBL教学模式的效果分析

Analysis on the Effect of PBL Teaching Mode Adopted in Obstetric Nursing Teaching

目的对产科护理带教中应用PBL教学模式的效果进行探究。方法选取2019年1月—2020年10月在该院产科实习的护生40名,对40名实习护生进行分组,选取分组方式为随机数表法,将其分为观察组与对照组,观察组与对照组实习护生各20名,对照组采用常规教学模式,观察组采用PBL教学模式,对比观察组与对照组实习护生考核成绩、表现能力、综合能力、教学满意度、知识掌握程度、护理能力。结果观察组实习护生理论考核成绩(93.35±2.48)分、临床技能考核成绩(93.42±2.67)分较对照组实习护生高,差异有统计学意义(P<0.05)。观察组实习护生求知欲评分(22.51±1.26)分、寻求真相评分(23.14±1.05)分、自信心评分(22.47±1.38)分、认知程度评分(22.53±1.47)分比对照组实习护生高,差异有统计学意义(P<0.05)。观察组实习护生观察能力评分(95.74±2.38)分、思维能力评分(96.25±2.51)分、操作能力评分(94.21±2.68)分、应急能力评分(95.84±2.46)分比对照组实习护生高,差异有统计学意义(P<0.05)。观察组实习护生对教学行为评分(93.41±1.89)分、人文关怀评分(91.26±1.71)分、带教能力评分(92.28±1.03)分、业务能力评分(93.46±1.15)分比对照组实习护生高,差异有统计学意义(P<0.05)。观察组实习护生知识掌握度(95.00%)高于对照组,差异有统计学意义(P<0.05)。基础护理评分(93.41±3.26)分、专科护理(92.69±3.45)分、护理制度(93.62±3.37)分、护理流程评分(93.42±3.38)分高于对照组,差异有统计学意义(P<0.05)。结论在产科护理带教中应用PBL教学模式,对提高实习护生专科能力发挥积极作用。

Objective To explore the effect of applying PBL teaching model in obstetric nursing teaching.Methods Seleted 40 nursing who had undergone nursing practice in the hospital's obstetrics from January 2019 to October 2020.The 40 nursing interns were divided into two groups.The grouping method was selected as the random number table method.Divided into observation group and control group,the observation group and the control group each had 20 interns.The control group used the conventional teaching mode,and the observation group used the PBL teaching mode.The observation group and the control group will be compared and assessed on their scores,performance ability,comprehensive ability,teaching satisfaction,knowledge mastery,and nursing ability.Results The observation group's theoretical assessment score(93.35±2.48)points and clinical skill assessment(93.42±2.67)points were higher than those of the control group,the difference was statistically significant(P<0.05).The observation group's intern nurses'curiosity score(22.51±1.26)points,truth-seeking score(23.14±1.05)points,self-confidence score(22.47±1.38)points,and awareness score(22.53±1.47)points were higher than those in the control group,the difference was statistically significant(P<0.05).The observation ability score(95.74±2.38)points,thinking ability score(96.25±2.51)points,operation ability score(94.21±2.68)points and emergency ability score(95.84±2.46)points of the observation group of interns were higher than those of the control group,the difference was statistically significant(P<0.05).Nursing students in the observation group had higher teaching behavior scores(93.41±1.89)points,humanistic care scores(91.26±1.71)points,teaching ability scores(92.28±1.03)points,and professional ability scores(93.46±1.15)points than those in the control group,the difference was statistically significant(P<0.05).The knowledge mastery of nursing students in the observation group(95.00%)was higher than that in the control group,the difference was statistically significant(P<0.05).The basic nursing score(93.41±3.26)points,specialist nursing(92.69±3.45)points,nursing system(93.62±3.37)points,and nursing process score(93.42±3.38)points were higher than those of the control group,the difference was statistically significant(P<0.05).Conclusion The application of PBL teaching mode in obstetric nursing teaching can play a positive role in improving the specialty ability of interns.