基于医学影像学的3D打印技术结合PBL-CBL在血管疾病护理教学中的应用

Application of 3D printing technology based on medical imaging combined with PBL-CBL in nursing teaching of vascular diseases

目的探讨基于影像学的3D打印技术与以问题为导向(PBL)-以病例为基础(CBL)教学模式结合进行血管疾病护理教学的应用效果。方法选择2020年9月至2021年9月在济宁市第一人民医院实习的护理专业学生90名作为研究对象,随机数字表法分为观察组与对照组,每组45例。观察组男3例,女42例,年龄(20.27±1.71)岁;对照组男4例,女41例,年龄(20.26±1.50)岁。观察组采用3D打印技术与PBL-CBL教学模式相结合的教学方式;对照组采用传统的血管外科教具结合PBL-CBL教学模式的教学方式,两组均以腹主动脉瘤(AAA)为血管疾病代表进行教学。4周护理教学结束后,对两组学生进行护理理论笔试、实践操作考试和匿名调查问卷测评,调查问卷包括护理学生对学习兴趣程度、知识掌握程度、空间想象程度、带教满意程度4个方面。统计学方法采用独立样本t检验、配对t检验、χ^(2)检验。结果观察组学生的护理理论成绩[(87.78±4.64)分比(85.60±3.73)分]、实践操作成绩[(86.69±4.94)分比(83.00±2.13)分]、总成绩[(174.47±7.49)分比(169.60±4.84)分]均高于对照组,两组比较差异均有统计学意义(均P<0.05);观察组学生对学习兴趣程度[(4.60±0.50)分比(3.98±0.75)分]、知识掌握程度[(4.51±0.66)分比(3.93±0.81)分]、空间想象程度[(4.62±0.53)分比(3.84±0.71)分]、带教满意程度[(4.60±0.58)分比(4.31±0.60)分]评分均高于对照组,差异均有统计学意义(均P<0.05)。结论基于影像学的3D打印技术结合PBL-CBL教学模式进行血管疾病护理教学,可以提升学生的学习兴趣,加深对疾病的认知程度,显著提高学生的空间想象能力,有效提高学生的临床护理教学质量与满意度。

Objective To explore the application effect of 3D printing technology based on imaging and PBL(problem-based learning)-CBL(case-based learning)teaching mode in nursing teaching of vascular diseases.Methods A total of 90 nursing students who practiced in Jining No.1 People's Hospital from September 2020 to September 2021 were divided into an observation group(45 cases)and a control group(45 cases)by the random number table method.In the observation group,there were 3 males and 42 females,aged(20.27±1.71)years.In the control group,there were 4 males and 41 females,aged(20.26±1.50)years.The observation group adopted the teaching process of combining 3D printing technology with PBL-CBL teaching mode,and the control group was given traditional vascular surgery teaching aids combined with PBL-CBL teaching mode.Abdominal aortic aneurysm(AAA)was used as the representative of vascular diseases in both groups.After 4 weeks of nursing teaching,the two groups were evaluated by nursing theory written test,practical operation test,and anonymous questionnaire.The questionnaire included nursing students'interest in learning,mastery of knowledge,spatial imagination,and satisfaction with teaching.The statistical methods used were independent sample t test,paired t test,and χ^(2) test.Results The scores of nursing theoretical test[(87.78±4.64)points vs.(85.60±3.73)points]and practical operation[(86.69±4.94)points vs.(83.00±2.13)points]and total score[(174.47±7.49)points vs.(169.60±4.84)points]in the observation group were higher than those in the control group,with statistically significant differences between the two groups(all P<0.05).The scores of learning interest[(4.60±0.50)points vs.(3.98±0.75)points],knowledge mastery[(4.51±0.66)points vs.(3.93±0.81)points],spatial imagination[(4.62±0.53)points vs.(3.84±0.71)points],and teaching satisfaction[(4.60±0.58)points vs.(4.31±0.60)points]in the observation group were higher than those in the control group,with statistically significant differences between the two groups(all P<0.05).Conclusion The application of 3D printing technology based on imaging combined with PBL-CBL teaching mode in nursing teaching of vascular diseases can enhance the students'interest in learning,deepen their cognition of the diseases,significantly improve their spatial imagination ability,and effectively improve their clinical nursing teaching quality and satisfaction.