严肃游戏教学法在儿科实习护士临床推理与反思能力培养中的效果评价

Evaluation of the effect of serious game teaching method in the cultivation of clinical reasoning and reflection ability of pediatric practice nurses

目的开发儿科严肃游戏并探讨其对儿科实习护士临床推理与反思能力的培养效果。方法本研究为非随机对照试验研究。采用便利取样法于2021年4月至2022年1月选取中南大学湘雅二医院儿科实习护士88名,按照随机抽签法分为对照组和试验组,每组44名。对照组按照实习大纲计划进行儿科临床实践教学;试验组以加涅教学事件为框架设计严肃游戏的教学环节并开展教学。采用临床推理与反思自评量表、学生学习满意度和自信心量表评估2组实习护士教学前后临床推理与反思能力、学习满意度和自信心,并对2组实习护士出科考试成绩进行评价。结果2组实习护士教学前临床推理与反思能力、学习满意度和自信心比较差异均无统计学意义(均P>0.05)。试验组实习护士教学后临床推理与反思能力总分为(101.13±6.69)分,高于对照组的(94.57±8.86)分,差异有统计学意义(t=-3.92,P<0.05);试验组实习护士教学后学习满意度、自信心评分分别为(20.82±2.16)、(33.20±1.47)分,高于对照组的(19.52±2.30)、(31.89±2.44)分,差异均有统计学意义(t=-2.33、-3.07,均P<0.05)。试验组实习护士教学后出科考试成绩为(83.32±3.10)分,高于对照组的(80.64±1.99)分,差异有统计学意义(t=-4.83,P<0.05)。结论严肃游戏教学法能够有效提高儿科实习护士临床推理与反思能力、学习满意度和自信心以及出科考试成绩,可为儿科护理实践教学改革提供借鉴。

Objective To develop serious games for pediatrics and to explore the effect of cultivating the clinical reasoning and reflection ability of pediatric trainee nurses.Methods This was a non-randomized controlled trial study.The convenience sampling method was used to select 88 pediatric trainee nurses in the Second Xiangya Hospital of Central South University from April 2021 to January 2022.They were divided into the control group and the experimental group with 44 cases in each group by the method of random sampling.The control group was given clinical practice teaching in pediatrics according to the practice syllabus.Based on the teaching events of Gagne,the teaching links of serious games were designed,and teaching was carried out to the experimental group.The clinical reasoning and reflection ability,learning satisfaction and self-confidence of the two groups of pediatric trainee nurses before and after teaching were evaluated by the Self-Assessment of Clinical Reasoning and Reflection,Student Learning Satisfaction and Self-Confidence Scale,and examination scores of the two groups of pediatric trainee nurses were evaluated.Results There was no significant difference in the clinical reasoning and reflection ability,learning satisfaction and self-confidence before teaching between the two groups(P>0.05).The total score of clinical reasoning and reflection evaluation after teaching was(101.13±6.69)points in the experimental group,which was higher than that in the control group(94.57±8.86)points,the difference was statistically significant(t=-3.92,P<0.05).The learning satisfaction and self-confidence scores after teaching were(20.82±2.16),(33.20±1.47)points in the experimental group,which were higher than those in the control group(19.52±2.30),(31.89±2.44)points,the differences were statistically significant(t=-2.33,-3.07,both P<0.05).The scores on the theory and skill examination in the experimental group were also better than those in the control group,the differences were statistically significant(t values were-2.59--2.14,all P<0.05).Conclusions The serious game teaching method can effectively improve the clinical reasoning and reflection ability,practical learning satisfaction,self-confidence,and graduation performance of pediatric nursing interns,which can provide a reference for the reform of pediatric nursing practice teaching.