任务驱动联合Sandwich教学法在骨科实习护生带教中的应用

Application of task-driven teaching method combined with Sandwich teaching method in teaching of orthopedic nursing interns

目的探讨任务驱动教学法联合Sandwich教学法在骨科实习护生带教中的应用效果。方法选取2020年6月至2021年8月在广东省中医院骨科实习的59名护生为研究对象,根据不同护理教学方法分为对照组(28名)和试验组(31名)。对照组女24名,男4名,年龄(21.25±0.65)岁,按照常规教学法教学;试验组女28名,男3名,年龄(21.71±0.59)岁,在常规教学基础上进行任务驱动教学法联合Sandwich教学法教学;对比两组学习积极主动性(ALS)及批判性思维能力(CTDI-CV)、理论知识考核成绩、操作实践考核成绩及教学满意度。计量资料采用独立样本t检验,计数资料采用χ^(2)检验。结果入科时,两组ALS评分和CTDI-CV评分比较,差异均无统计学意义(均P>0.05);出科时,试验组ALS评分和CTDI-CV评分均高于对照组[(75.48±6.34)分比(67.18±6.57)分、(284.29±7.69)分比(267.39±9.42)分],差异均有统计学意义(t=4.936、7.578,均P<0.001)。试验组出科理论知识考核成绩和操作实践考核成绩均高于对照组[(88.06±6.53)分比(80.29±8.70)分、(87.68±5.71)分比(78.96±7.09)分],差异均有统计学意义(t=3.910、5.221,均P<0.001)。试验组教学总满意率高于对照组[93.5%(29/31)比75.0%(21/28)],差异有统计学意义(χ^(2)=3.915,P<0.05)。结论将任务驱动教学法联合Sandwich教学法应用于骨科实习护生带教中,可充分调动护生的自主学习积极主动性,强化批判性思维能力,提高专科理论知识水平、操作实践能力及教学满意度。

Objective To explore the application effect of the task-driven teaching method combined with the Sandwich teaching method in teaching of orthopedic nursing interns.Methods Fifty-nine nursing interns who interned in Department of Orthopedics,Guangdong Traditional Chinese Medicine Hospital from June 2020 to August 2021 were selected as the research objects.They were divided into a control group(28 ones)and an experimental group(31 ones)according to the different nursing teaching methods.The control group consisted of 24 females and 4 males who were(21.25±0.65)years old;they were taught using the conventional teaching methods.The experimental group consisted of 28 females and 3 males who were(21.71±0.59)years old;they were taught by the task-driven teaching method,the Sandwich teaching method,and the conventional teaching methods.The learning initiative(ALS)and critical thinking ability(CTDI-CV),theoretical knowledge assessment scores,operational practice assessment scores,and teaching satisfaction were compared between the two groups.Independent sample t test was used for the measurement data,andχ^(2) test for the count data.Results At the time of admission,there were no statistical differences in the scores of ALS and CTDI-CV between the two groups(both P>0.05).At the time of graduation,the scores of ALS and CTDI-CV in the experimental group were higher than those in the control group[(75.48±6.34)vs.(67.18±6.57)and(284.29±7.69)vs.(267.39±9.42)],with statistical differences(t=4.936 and 7.578;both P<0.001).The scores of theoretical knowledge assessment and practical operation assessment in the experimental group were higher than those in the control group[(88.06±6.53)vs.(80.29±8.70)and(87.68±5.71)vs.(78.96±7.09)],with statistical differences(t=3.910 and 5.221;both P<0.001).The overall satisfaction rate in the experimental group was higher than that in the control group[93.5%(29/31)vs.75.0%(21/28)],with a statistical difference(χ^(2)=3.915,P<0.05).Conclusions The application of the task-driven teaching method and the Sandwich teaching method in teaching of orthopedic nursing interns can fully mobilize their initiative in self-learning,strengthen their critical thinking ability,and improve their theoretical knowledge,operational practice ability,and teaching satisfaction in the specialized field.