情景教学法应用于儿科护理教学的具体价值分析

Analysis of the Specific Value of Situational Teaching Method in Pediatric Nursing Teaching

目的分析情景教学法(STM)用于儿科护理教学的价值。方法A组选取2018年3月—2019年3月该院儿科实习护生55名,予以传统教学法。B组选取2019年4月—2020年4月该院儿科实习护生56名,予以STM教学。对比两组教学效果。结果A组的理论成绩(83.95±5.16)分,低于B组(91.58±5.62)分;A组的实践操作成绩(82.37±5.43)分,低于B组(90.85±5.66)分,差异有统计学意义(t=7.447、8.053,P<0.05)。A组护生的带教满意度计为85.45%,B组为98.21%,差异有统计学意义(χ^(2)=4.472,P=0.035)。B组护生的患儿入院时接待态度(89.65±4.26)分,护生临床操作的目的讲解(88.53±4.18)分,护生的询问态度(88.95±4.29)分,护生与家属沟通和患儿关怀情况(86.79±5.11)分,出院指导(90.26±1.65)分,康复知识指导(87.59±1.95)分,总分(531.77±3.59)分,均高于A组评分,差异有统计学意义(P<0.05)。A组的评判性思维考核总成绩(236.30±3.08)分,低于B组(305.16±3.14)分,差异有统计学意义(t=116.617,P<0.05)。结论在儿科护理教学期间采用STM教学能够改善护生的考核成绩,同时能够增强其临床护理能力,使其具备较佳的评判性思维能力,进而获得护生的高度满意,提高教学质量。

Objective To analyze the value of situational teaching method(abbreviation STM)in pediatric nursing teaching.Methods In group A,55 pediatric nursing students from March 2018 to March 2019 were selected and given traditional teaching methods.In group B,56 pediatric nursing students from April 2019 to April 2020 were selected for STM teaching.The teaching effects of the two groups were compared.Results The theoretical score of group A(83.95±5.16)points was lower than that of group B(91.58±5.62)points,the score of practice operation in group A was(82.37±5.43)points,which was lower than that of group B(90.85±5.66)points,the difference was statistically significant(t=7.447,8.053,P<0.05).The teaching satisfaction of nursing students in group A was 85.45%,and that of nursing students in group B was 98.21%,the difference was statistically significant(χ^(2)=4.472,P=0.035).In group B,the nursing students received a score of(89.65±4.26)points for their reception of attitude,(88.53±4.18)points score for the purpose of clinical operation of the nursing students,and(88.95±4.29)points score for their inquiry attitude,the communication between nursing students and their family members and the care of the child were(86.79±5.11)points,discharge guidance(90.26±1.65)points,and rehabilitation knowledge guidance(87.59±1.95)points,the total score(531.77±3.59)points was higher than that of group A,and the difference was significant(P<0.05).The total score of critical thinking assessment in group A was(236.30±3.08)points,which was lower than group B(305.16±3.14)points,the difference was statistically significant(t=116.617,P<0.05).Conclusion The use of STM teaching during pediatric nursing teaching can improve the assessment results of nursing students,and at the same time can enhance their clinical nursing ability,so that they have better critical thinking ability,thereby obtaining a high degree of satisfaction of nursing students and improving teaching quality.