PBL联合目标分解教学模式在眼科实习护士临床带教中的应用效果

Effects of problem-based learning combined with goal decomposition in clinical teaching of trainee nurses in Department of Ophthalmology

目的探讨以问题为基础的教学法(PBL)联合目标分解教学模式在眼科实习护士临床带教中的应用效果。方法采用便利抽样法, 选择2019年6月—2020年5月实施PBL带教的80名眼科实习护士为对照组, 选择2020年6月—2021年6月实施PBL联合目标分解教学模式带教的80名眼科实习护士为研究组, 比较两组实习护士实习结束后的眼科相关理论和实际操作考核情况及教学满意情况。结果实习结束后, 研究组实习护士的主观知识评分为(44.73±1.46)分, 基础护理操作规范评分为(44.20±1.85)分, 病史采集与处理评分为(43.09±2.10)分, 均高于对照组实习护士得分, 差异均有统计学意义(P<0.05);研究组实习护士对教学形式、教学问题、教学内容、教学效果的满意度均高于对照组实习护士, 差异均有统计学意义(P<0.05)。结论 PBL联合目标分解教学模式能够更大程度地提高眼科实习护士带教的教学质量, 提升实习护士综合能力。

Objective To explore the effects of problem-based learning(PBL)combined with goal decomposition in clinical teaching of trainee nurses in Department of Ophthalmology.Methods Totally 80 trainee nurses in Department of Ophthalmology taught by PBL from June 2019 to May 2020 were included into the control group,and 80 trainee nurses in Department of Ophthalmology receiving PBL combined goal decomposition from June 2020 to June 2021 were included into the research group by convenient sampling.The theoretical and practical assessment of ophthalmology and teaching satisfaction were compared between the two groups of trainee nurses after their internship.Results After the internship,the subjective knowledge score of the trainee nurses in the research group was(44.73±1.46);the score of basic nursing practice was(44.20±1.85);the score of medical history collection and processing was(43.09±2.10),which were all higher than those of the control group,with statistically significant differences(P<0.05).The satisfaction of the trainee nurses in the research group with the teaching form,teaching problems,teaching content,and teaching effect was higher than that of the trainee nurses in the control group,and the differences were statistically significant(P<0.05).Conclusions PBL combined with goal decomposition can improve the teaching quality of trainee nurses in Department of Ophthalmology to a greater extent and improve their overall ability.