情境模拟结合导学互动教学模式在重症监护室护理教学中的应用

Effect of situation simulation combined with guided learning interactive teaching model on training of nursing in intensive-care unit

目的了解情境模拟结合导学互动教学模式在重症监护室护理教学中的应用效果。方法按照护生实习时间先后次序,将2020年7月至12月在本院ICU实习的32名护生设为对照组,实施传统临床教学模式;将2021年1月至6月在本院ICU实习的32名护生设为试验组,实施情境模拟结合导学互动教学模式,其包含6个教学环节,即导引(bridge-in)、学习目标(learning objective)、前测(pre-assessment)、参与式学习(participatory learning)、后测(post-assessment)和总结(summary),两组实习时间均为4w。比较两组干预前后理论和操作考核成绩及临床教学质量的差异。结果干预前两组理论和操作考核成绩比较,差异均无统计学意义(P>0.05)。干预后试验组护生理论考核成绩(94.7±1.5)分高于对照组(85.8±2.1)分;试验组技能考核成绩(90.6±0.8)分较对照组(83.8±2.1)分高,两组干预前后差值比较,差异均有统计学意义(P<0.001)。在沟通及团队协作能力、课堂吸引力、督促主动学习、提高学习质量和教师教学能力各项教学评价指标得分方面,试验组得分高于对照组(P<0.05)。结论将情景模拟结合导学互动教学模式应用在ICU护理教学中,能有效提升护生理论知识和操作水平,同时也提升了临床教学质量,值得临床护理教学应用推广。

Objective To study the effect of situation simulation combined with interactive tutoring model in training of nursing in intensive-care unit. Methods According to the internship schedule of nursing students, a group of 32 undergraduate nursing students who were under rotation in the ICU from July to December in 2019 were included in as the control group, to whom traditional clinical training mode was applied and another group of 32 undergraduate nursing students who were under rotation in the ICU from January to June 2022were included in as the trial group, to whom the situation simulation combined with tutoring interactive training model with 6 teaching links of bridge-in, learning objective, pre-assessment, participatory learning, post-assessment and summary. The rotation of internship in the ICU for both groups was 4 weeks. The two groups were compared in terms of the results of theoretical and operational assessment and clinical teaching quality before and after the intervention. Results Before the intervention, there was no significant difference between the two groups in the scores of theory and operation assessment(P>0.05). After the intervention, the scores of theoretical assessment of nursing students in trial group(94.7 ± 1.5) were higher than those in the control group(85.8 ± 2.1).The score of the trial group(90.6 ±0.8) was higher than that of the control group(83.8 ± 2.1). There were significant differences before and after intervention between the two groups(P<0.001). The scores of communication and team cooperation ability, class attraction, supervised active learning, improvement of learning quality and teaching ability of tutors in the trial group were significantly higher than those of the control group(P <0.05). Conclusions The situation simulation combined with interactive tutoring model applied in the intensive-care unit nursing training can effectively enhance the theoretical and practical abilities in nursing students and increase the quality of clinical nursing training.