基于问题进行案例教学模式在内科护理学中的应用研究

Research on the Application of Case-based Teaching Model Based on Problems in Internal Medicine Nursing

目的分析基于问题进行案例教学模式用于内科护理学的价值。方法B组研究时间为2018年11月—2019年11月,共计2018级内科护理学专业护生55名,予以传统教学法;A组研究时间为2019年12月—2020年12月,共计2019级内科护理学护生57名,在问题基础上(PBL),联合案例教学法(CBL)进行教学。对比两组的教学效果。结果A组护生对于综合技能、课堂参与度和专业精神等教学效果的肯定率高于B组,差异有统计学意义(P<0.05)。A组护生的理论知识成绩(33.15±2.41)分高于B组(27.56±2.34)分,差异有统计学意义(t=12.448,P<0.05);A组护生的临床操作技能成绩(25.75±2.31)分高于B组(20.09±2.28)分,差异有统计学意义(t=13.046,P<0.05);A组护生的病例分析能力(26.45±2.08)分高于B组(20.17±2.01)分,差异有统计学意义(t=16.240,P<0.05)。A组护生的7个维度评判性思维能力评分均显著高于B组,差异有统计学意义(P<0.05)。A组护生的6个维度自主学习能力评分均明显高于B组,差异有统计学意义(P<0.05)。A组护生对于带教老师的教学满意度为98.25%,B组为85.45%,差异有统计学意义(χ^(2)=4.587,P=0.032)。结论为内科护理学专业护生实行PBL+CBL教学模式能够提升其评判性思维与自主学习等综合能力,提高其临床技能,且能获得护生的高度满意。

Objective To analyze the value of problem-based case teaching in internal medicine nursing.Methods The study period of group B was from November 2018 to November 2019,with a total of 55 nursing students majoring in internal medicine nursing in the 2018 grade,who were given traditional teaching methods;the study period of group A was from December 2019 to December 2020,with a total of 57 nursing students in the department of internal medicine in 2019 grade,teaching on the basis of problems(PBL)and combined case teaching method(CBL).Compared the teaching effects of the two groups.Results The affirmative probability of the comprehensive skills,classroom participation and professionalism of the A group of nursing students was higher than that of the B group,the difference was statistically significant(P<0.05).The scores of theoretical knowledge(33.15±2.41)points of the nursing students in group A was higher than those of group B(27.56±2.34)points,the difference was statistically significant(t=12.448,P<0.05);the scores of clinical skills(25.75±2.31)points of the nursing students in group A was higher than group B(20.09±2.28)points,the difference was statistically significant(t=13.046,P<0.05);the case analysis ability(26.45±2.08)points of nursing students in group A was higher than that of group B(20.17±2.01)points,the difference was statistically significant(t=16.240,P<0.05).The 7 dimensions of critical thinking ability scores of nursing students in group A were higher than those in group B,the difference was statistically significant(P<0.05).The scores of 6 dimensions of autonomous learning ability of nursing students in group A were significantly higher than those in group B,the difference was statistically significant(P<0.05).The teaching satisfaction of the nurse students in group A was 98.25%with the teaching teachers,and in group B was 85.45%,the difference was statistically significant(χ^(2)=4.587,P=0.032).Conclusion The implementation of PBL+CBL teaching model for internal nursing students can improve their comprehensive ability of critical thinking and autonomous learning,improve their clinical skills,and obtain a high degree of satisfaction from nursing students.