PBL-RISE教学模式在妇产科护理课程思政中的应用研究

Model in the Ideological Politics of Obstetrics and Gynecology Nursing Course

目的 探讨基于问题的教学法(problem-based learning,PBL)联合以文献为导向的自我学习(reference induced self-education,RISE)(简称PBL-RISE教学模式)在妇产科护理课程思政教育中的应用效果。方法 采用便利抽样法选取2021年10月—2022年1月于华中科技大学同济医学院附属同济医院妇产科实习的78名护生作为教学对象,将2021年10—11月的39名护生设为对照组,将2021年12月—2022年1月的39名护生设为试验组。对照组采用传统教学模式,试验组采用PBLRISE教学模式。实习结束后,通过理论、操作考核及填写护士人文执业能力量表对2组的教学效果进行评价。结果 试验组理论考试成绩为(85.53±5.05)分,高于对照组的(79.11±6.93)分,差异有统计学意义(P <0.05);试验组操作技能成绩为(91.71±2.44)分,与对照组的(91.31±2.39)分比较,差异无统计学意义(P> 0.05)。试验组人文执业能力总分[(95.71±5.54)分]及人文关怀实践[(37.28±4.05)分]、人际沟通[(22.18±2.85)分]、自我管理[(10.64±1.65)分]、伦理与法律实践[(11.54±1.07)分]、心理调试[(14.08±1.75)分]得分均高于对照组[(84.58±5.11)分、(33.21±3.73)分、(19.82±2.25)分、(9.87±1.59)分、(10.05±1.19)分、(11.64±1.27)分],差异有统计学意义(P <0.05)。试验组总满意度(97.4%)与对照组(89.7%)比较,差异无统计学意义(P> 0.05)。结论 PBL-RISE教学模式应用于妇产科护理教学中有助于培养护生的人文执业能力,提升教学效果。

Objective To explore the application effect of problem-based learning(PBL)combined with reference induced self-education(RISE)(abbreviated as PBL-RISE teaching mode)in the ideological and political education of obstetrics and gynecology nursing course.Methods A total of 78 nursing students who interned at the department of obstetrics and gynecology of Tongji Hospital,Tongji Medical College of Huazhong University of Science and Technology from October 2021 to January 2022 were selected as the teaching subjects using convenience sampling method.A total of 39 nursing students from October to November 2021 were set as the control group,and 39 nursing students from December 2021 to January 2022 were set as the experimental group.The control group was given the traditional teaching mode,and the experimental group was given the PPL-RISE teaching mode.After the end of practice,the teaching effect of the 2 groups was evaluated by theoretical and operational assessment and filling out the humanistic practice ability scale of nurses.Results The theoretical exam score of the experimental group was(85.53±5.05)points,which was higher than(79.11±6.93)points of the control group,and the difference was statistically significant(P<0.05).The operating skill score of the experimental group was(91.71±2.44)points,and there was no statistically significant difference compared to the control group[(91.31±2.39)points](P>0.05).The total score of the humanistic practice ability[(95.71±5.54)points],and the scores of humanistic care practice[(37.28±4.05)points],interpersonal communication[(22.18±2.85)points],self-management[(10.64±1.65)points],ethics and legal practice[(11.54±1.07)points],and psychological adjustment[(14.08±1.75)points]in the experimental group were all higher than those in the control group[(84.58±5.11)points,(33.21±3.73)points,(19.82±2.25)points,(9.87±1.59)points,(10.05±1.19)points,(11.64±1.27)points],and the differences were statistically significant(P<0.05).There was no statistically significant difference in overall satisfaction between the experimental group(97.4%)and the control group(89.7%)(P>0.05).Conclusion The application of PBL-RISE teaching mode in obstetrics and gynecology teaching helps to cultivate students'humanistic practice ability and improve teaching effectiveness.