TBL联合动态病例的信息化教学在卒中中心实习护生带教中的应用

Application of information based teaching that combined TBL and dynamic cases in teaching of nursing students in stroke center

目的探讨TBL联合动态病例的信息化教学在卒中中心实习护生带教中的应用效果。方法选择2020年6月—2022年5月本院卒中中心104名实习护理专业学生作为研究对象,按先后实习时间分为观察组(2020年6月—2021年5月)与对照组(2021年6月—2022年5月)两组,观察组53名,对照组51名。对照组采用常规线下教学,观察组采取TBL联合动态病例的信息化教学方法。比较出科时两组护生的专科知识考核评分、实习护生核心能力量表评分、教师对护生学习态度评分以及对带教满意度。结果观察组护生在教学查房、专科护理操作、基础护理操作、晨间提问、专科理论考核得分均高于对照组,差异具有统计学意义(P<0.05);观察组护生在评判性思维和科研能力、护理能力、领导能力、人际关系、伦理法律实践能力、专业发展能力、教育咨询能力及总分的评分均高于对照组,差异具有统计学意义(P<0.05);观察组护生在学习行为、学习状态、学习计划、学习执行及总分的评分高于对照组,差异具有统计学意义(P<0.05);观察组护生对临床带教教师满意度高于对照组,差异具有统计学意义(P<0.05)。结论TBL联合动态病例的信息化教学,以小组为单位,以护生“学与练”为中心,以动态病例为主线借助信息化平台辅助教学。帮助护生更快熟悉临床实际病情进展,提高了护生的沟通能力,改善了师生的互动方式。使护生专科知识掌握程度及核心能力得到提高,带教教师对护生学习态度评价以及护生对临床带教的满意度评价均有所提高,应用效果较好。

Objective To explore the application effect of information based teaching that combined TBL and dynamic case in teaching of the nursing students in the stroke center.Methods 104 nursing students who practiced in the stroke center of Tongling People's Hospital from June 2020 to May 2022 were taken as the research objects.According to the internship time,they were divided into the observation group(from June 2020 to May 2021)and the control group(from June 2021 to May 2022),with 53 cases in the observation group and 51 cases in the control group.The control group adopted conventional offline teaching,while the observation group adopted information based teaching method that combined TBL and dynamic cases.The scores of specialized knowledge assessment,the scores of core competence scale for nursing students,the scores of learning attitude of nursing students that assessed by teachers,and the satisfaction with teaching were compared between the two groups.Results The scores of teaching rounds,specialized nursing operations,basic nursing operations,morning questions and specialized theoretical assessment of nursing students in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).The scores of critical thinking and scientific research ability,nursing ability,leadership ability,interpersonal relationship,ethical and legal practice ability,professional development ability,educational consultation ability and total score of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).The scores of learning behavior,learning state,learning plan,learning execution and total score in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).The satisfaction of nursing students to clinical teachers in the observation group was higher than that in the control group,and the difference was statistically significant(P<0.05).Conclusions The information based teaching combined TBL and dynamic cases is a kind of assisted teaching with the help of information platform with dynamic cases as the main line,which is based on small groups,centered on the“learning and practice”of nursing students.It helps nursing students to become familiar with the actual clinical progress faster,improves the communication ability of nursing students,and improves the interaction between teachers and students.The mastery of nursing specialist knowledge and core ability are improved,and the evaluation of nursing students'learning attitude and the satisfaction evaluation of nursing students with clinical teaching are improved,and the application effect is better.