导师制联合PBL教学法在感染科带教中的应用

The Application of Tutorial System Combined With PBL Teaching Method in the Teaching of Infectious Diseases Department

目的探讨在实施感染科临床带教期间导师制+以问题为基础的教学法(problem-based learning,PBL)的应用可行性。方法选取2020年1—12月感染科实习的50名护生进行临床带教研究;随机分为参照组(选择一对一导师制带教模式完成临床带教)和试验组(选择导师制联合PBL教学法完成临床带教),各25名;比较两组护生综合表现优良率、实践操作成绩、理论知识成绩、量化考评成绩以及教学满意度(兴趣、知识掌握、师生互动、自学能力、分析能力、实践操作)评分。结果试验组综合表现优良率(92.00%)高于参照组(64.00%),差异有统计学意义(P<0.05);试验组实践操作成绩(90.16±4.25)分、理论知识成绩(92.29±3.25)分、量化考评成绩(90.89±4.52)分均高于参照组实践操作成绩(82.29±5.13)分、理论知识成绩(81.76±4.23)分、量化考评成绩(79.66±5.17)分,差异有统计学意义(P<0.05);试验组兴趣(90.23±5.23)分、知识掌握(91.69±4.25)分、师生互动(92.31±5.13)分、自学能力(92.77±4.21)分、分析能力(90.88±5.89)分、实践操作(90.69±5.19)分均高于参照组兴趣(80.17±4.17)分、知识掌握(81.13±5.26)分、师生互动(80.81±4.29)分、自学能力(81.66±5.65)分、分析能力(79.89±4.98)分、实践操作(79.63±7.22)分,差异有统计学意义(P<0.05)。结论导师制联合PBL教学法的有效应用,可将护生综合表现显著改善,将其实践操作成绩、理论知识成绩、量化考评成绩显著提升,并同时于兴趣、知识掌握、师生互动、自学能力、分析能力、实践操作等方面将教学满意度显著提升,促进感染科实习护生临床带教质量的显著提升。

Objective To explore the feasibility of the tutorial system+problem-based learning(PBL)teaching method in clinical teaching of infectious diseases department.Methods From January 2020 to December 2020,50 nursing students who practiced in the department of infectious diseases were selected for clinical teaching study.They were randomly divided into the reference group(the one-to-one tutorial teaching mode was used to complete clinical teaching)and the experimental group(the tutorial+PBL teaching method was used to complete clinical teaching),with 25 students in each group.The two groups of nursing students were compared in terms of overall excellent performance rate,practical operation score,theoretical knowledge score,quantitative evaluation score and teaching satisfaction score(interest,knowledge mastery,teacherstudent interaction,self-learning ability,analytical ability,practical operation).Results The rate of excellent and good comprehensive performance in experimental group(92.00%)was higher than that in the control group(64.00%),the difference was statistically significant(P<0.05).The practical operation score(90.16±4.25),theoretical knowledge score(92.29±3.25)and quantitative evaluation score(90.89±4.52)of the experimental group were higher than those of the reference group[the practical operation score(82.29±5.13),theoretical knowledge score(81.76±4.23)and quantitative evaluation score(79.66±5.17)points],the difference was statistically significant(P<0.05).The scores of interest(90.23±5.23),knowledge mastery(91.69±4.25),teacherstudent interaction(92.31±5.13),self-learning ability(92.77±4.21),analysis ability(90.88±5.89)and practical operation(90.69±5.19)in the experimental group were higher than those in the reference group[the scores of interest(80.17±4.17),knowledge mastery(81.13±5.26),teacher-student interaction(80.81±4.29),self-learning ability(81.66±5.65),analysis ability(79.89±4.98),practical operation(79.63±7.22)],the difference was statistically significant(P<0.05).Conclusion The effective application of the tutorial system+PBL teaching method can significantly improve the comprehensive performance of nursing students,and significantly improve their performance in practical operation,theoretical knowledge and quantitative evaluation,and also significantly improve their teaching satisfaction in the aspects of interest,knowledge mastery,teacher-student interaction,self-learning ability,analytical ability and practical operation,and promote the clinical teaching quality of nursing students in the department of infection.