基于艾宾浩斯遗忘曲线的线上线下结合带教模式在临床护理教学中的应用

Application of online and offl ine teaching model based on Ebbinghaus forgetting curve in clinical nursing teaching

目的 探讨基于艾宾浩斯遗忘曲线设置线上线下结合的临床护理带教内容及流程,并观察其实践效果。方法 选取2020年2-9月河南省开封市某三级甲等综合性医院内分泌科实习的护生55名为对照组,选取2020年10月-2021年5月相同科室实习的护生65名作为观察组。对照组采用常规的内分泌科实习带教计划,观察组在常规内分泌科实习带教计划的基础上,基于遗忘曲线理论制定授课时间和授课内容,以线上考试评价带教效果和收集问题,线下集中授课和纠错的形式进行带教。于干预前、出科时、出科1个月后,采用理论知识与护理操作相结合的方式进行考核,评价知识掌握程度。于干预1个月后,采用课程教学满意度调查问卷评价护生带教满意度。结果 两组护生在干预前、出科时及出科1个月三个时点,内分泌科考核,理论知识、技能操作及总分均呈先增后降趋势,时间之间差异有统计学意义(P时间<0.05);但各时点均以观察组高于对照组,差异有统计学意义(P组间<0.05),并且随观察时间延长,组间差异逐渐增大,差异有统计学意义(P交互<0.05)。出科时,观察组课程教学满意度评分高于对照组,差异有统计学意义(P<0.05)。结论 基于艾宾浩斯遗忘曲线设置临床护理带教内容和流程可以提高护生的理论和技术操作知识掌握水平,并延长记忆时间,护生教学满意度较高。

Objective To explore the content and process of clinical nursing online and offline teaching based on Ebbinghaus forgetting curve, observe the practical effect. Methods 55 nursing students who practiced in endocrinology department of a Grade Ⅲ comprehensive hospital in Kaifeng, Henan Province from February to September 2020 were selected as the control group, 65 nursing students who practiced in the same department from October 2020 to May 2021 were selected as the observation group. The control group adopted the conventional endocrinology practice and teaching plan, the observation group developed the teaching time and content based on the forgetting curve theory on the basis of the conventional endocrinology practice and teaching plan. The teaching effect was evaluated by online examination and questions were collected, and the teaching was conducted in the form of offline concentration and error correction. Before intervention, when leaving the department, and one month after leaving the department, the combination of theoretical knowledge and nursing operation was used to assess the knowledge mastery. 1 month after intervention, curriculum teaching satisfaction questionnaire was used to evaluate nursing students’ teaching satisfaction. Results The theoretical knowledge,skill operation and total score of endocrinology examination of nursing students in the two groups showed a trend of increasing first and then decreasing at the 3 time points before intervention, at the time of leaving department and one month after leaving department, the differences was statistically significance(P<0.05). However, the observation group was higher than the control group at each time point, the difference was statistically significant(P<0.05), and the difference increased gradually with the extension of observation time, and the difference was statistically significant(P<0.05). When leaving the department, the teaching satisfaction score of the observation group was higher than the control group, and the difference was statistically significant(P<0.05). Conclusion The teaching content and process of clinical nursing teaching based on Ebbinghaus forgetting curve could improve the nursing students’ mastery of theoretical and technical knowledge, prolong their memory time and achieve higher teaching satisfaction.