趣味教学法在精神疾病的症状学护理教学中的应用

Application of Fun Teaching Method in Symptomatological Nursing Teaching of Mental Illness

目的:探讨基于认知心理学记忆理论的趣味教学法在精神疾病的症状学护理教学中的应用效果。方法:选取南宁市第五人民医院2019年至2020年负责4年制的广西某高校护理学本科生共725名为研究对象,按照接受教学的年限分为对照组和观察组。对照组为2019年采取传统教学法(以教师为中心,以举例法、提问式、灌输式的讲授为主)的学生360名,观察组为2020年采取趣味教学法(以现场案例教学法、观看教学视频、师生互动讨论为主)365名。比较两组学生的精神疾病症状学理论掌握程度及评学评教结果,了解趣味教学法的应用效果。结果:趣味教学法较传统教学法更生动有趣,实行理论-实践同步式教学,课堂气氛活跃。观察组对精神疾病的症状学的掌握以及临床分析判断能力优于对照组,评学评教结果优于对照组,差异有统计学意义(P<0.05)。结论:趣味教学法符合现代化教学手段的创新,实现了理论与实践的高度融合,使精神病学的症状学易懂易学,激发了学生的学习兴趣及积极性,同时也提升了学生对精神疾病症状学的掌握,促进教学质量的提升。

Objective:To explore the application effect of the fun teaching method based on memory theory of cognitive psychology in the nursing teaching of symptomatology of mental diseases.Methods:A total of 725 undergraduate nursing students from a university in Guangxi who were responsible for the 4-year program in Nanning Fifth People’s Hospital from 2019 to 2020 were selected as the research objects.According to the years of teaching,they were divided into a control group and an observation group.The control group consisted of 360 students who adopted the traditional teaching method(teacher-centered,mainly based on example,questioning,and indoctrination)in 2019,and the observation group consisted of 365 students who adopted the fun teaching method(using the on-site case teaching method,watching teaching videos and interactive discussions between teachers and students)in 2020.The mastery of psychiatric symptomatology theory and the results of learning and teaching evaluation were compared between the two groups to understand the application effect of interesting teaching method.Results:The fun teaching method is more vivid and interesting than the traditional teaching method.The theory-practice synchronous teaching is implemented,and the classroom atmosphere is active.The observation group was better than the control group in mastering the symptomatology and clinical analysis and judgment of mental diseases,and the results of learning and teaching evaluation were better than the control group,and the difference is statistically significant(P<0.05).Conclusion:The fun teaching method is in line with the innovation of modern teaching means,realizes the high integration of theory and practice,and makes the symptomology of psychiatry easy to understand and learn.It not only stimulates students’interest and enthusiasm in learning,but also improves students’mastery of psychiatric symptoms and promotes the improvement of teaching quality.