PBL联合LBL双轨教学模式在妇科护理教学中的应用效果分析

Analysis of the application effect of PBL and LBL dual-track teaching mode in gynecological nursing teaching

目的探究以问题为基础的教学模式(PBL)联合以授课为基础的教学模式(LBL)双轨教学模式在妇科护理教学中的应用效果。方法选取66名妇科实习护生,依据随机数字表法分为对照组与观察组,每组33名。对照组实施传统的LBL教学模式,观察组实施PBL联合LBL双轨教学模式。对比两组实习护生的考核成绩、评判性思维能力评分情况及临床护理教学效果。结果两组专科理论知识、病案书写、护理技能操作与理论实践综合能力的考核成绩对比,差异有统计学意义(P<0.05),基础理论知识对比,差异无统计学意义(P>0.05)。教学前,对照组与观察组的评判性思维能力评分分别为(272.45±23.68)分、(272.65±23.74)分,对比差异无统计学意义(P>0.05)。教学后,对照组与观察组的评判性思维能力评分分别为(277.68±24.12)分、(292.41±26.58)分,对比差异有统计学意义(P<0.05)。观察组实习护生临床护理教学效果高于对照组,差异有统计学意义(P<0.05)。结论在妇科护理教学中应用LBL联合PBL双轨教学模式更利于提高实习护生的综合成绩及评判性思维能力,同时有助于提升临床护理教学质量,值得推广。

Objective To explore the application effect of question-based teaching model(PBL) combined with lecture-based teaching model(LBL) in gynecological nursing teaching. Methods 66 gynecological nursing students were selected and divided into control group and observation group according to random number table method, with 33 in each group. The control group was subjected to the traditional LBL teaching mode, and the observation group was subjected to the PBL combined with LBL dualtrack teaching mode. The assessment results, evaluation of thinking ability and clinical nursing teaching effect were compared between the two groups. Results There were statistically significant differences between the two groups in the assessment results of specialized theoretical knowledge, medical record writing, nursing skill operation and comprehensive ability of theoretical practice(P<0.05), while there were no statistically significant differences in the comparison of basic theoretical knowledge(P>0.05). Before teaching, the evaluation thinking ability scores of the control group and the observation group were(272.45±23.68) points and(272.65±23.74) points, respectively, with no statistical difference(P>0.05). After teaching,the evaluation thinking ability scores of the control group and the observation group were(277.68±24.12) points and(292.41±26.58) points, respectively, and the difference was statistically significant(P<0.05). The effect of clinical nursing teaching in the observation group was higher than that in the control group, and the difference was statistically significant(P<0.05). Conclusion The application of LBL and PBL dual-track teaching mode in gynecological nursing teaching is more conducive to improving the comprehensive performance and critical thinking ability of interns, and at the same time, it is helpful to improve the quality of clinical nursing teaching, which is worthy of promotion.