急危重症护理教学中“理+虚+实+练”教学模式的应用与实践

The Application and Practice of the"Theory+Deficiency+Practice+reality"Teaching Model in the Teaching of Critical Care

目的探讨急危重症护理教学中“理+虚+实+练”教学模式的应用与实践。方法选取贵州健康职业学院2021级100名护生作为研究对象,以系统抽样的方法分为研究组与对照组,每组各50名。对照组采用“理论讲授+实训示教+训练反馈+课程考核”教学模式。对照组采用“理论课程+虚拟仿真课程+实训操作课程+演练成果”教学模式。结果研究组护生的基础理论、虚拟仿真平台、云班课平台、心肺复苏术(Cardiac Pulmonary Resuscitation,CPR)实训操作成绩均高于对照组;专业发展能力、临床抢救处置能力、人文关怀能力、批判性思维能力、教育与咨询能力、领导能力、伦理与法律实践评分及护士核心能力量表(Competency Inventory for Registered Nurse,CIRN)总分均高于对照组;认为教学激发兴趣、临床思维、应急处理、创造能力、创新教育、团队合作、整体救护、移情比例均高于对照组,认为教学提升学习主动性与积极性、提升自主学习能力、提升职业技术能力、提升职业道德水平、提升文献资料查阅能力、提升理解与应用理论知识能力、提升分析与解决问题能力、达到预期教学目标比例均高于对照组(P<0.05)。结论急危重症护理教学中“理+虚+实+练”教学模式的应用与实践效果较“理论讲授+实训示教+训练反馈+课程考核”教学模式好。

Objective To explore the application and practice of the"theory+simulation+hands-on+drill"teaching model in the teaching of critical care nursing.Methods 100 Class of 2021 nursing students from Guizhou Health Vocational College were selected as the research subjects.They were divided into the control group and the study group using systematic sampling,with 50 students in each group.The control group adopted a teaching mode of"theoretical teaching+practical training demonstration+training feedback+course assessment".The control group adopted a teaching mode of"theoretical course+virtual simulation course+practical training operation course+drill results".Results The basic theory,virtual simulation platform,cloud class course platform,and CPR training operation scores of the study group were all higher than those of the control group.The professional development ability,clinical rescue and disposal ability,humanistic care ability,critical thinking ability,education and consultation ability,leadership ability,ethics and legal practice score,and CIRN total score of the study group were all higher than those of the control group.The teaching stimulated interest,clinical thinking,emergency response,creativity,innovative education,team cooperation,overall rescue,and empathy ratio of the study group were all higher than those of the control group.The teaching improved learning initiative and enthusiasm,enhanced self-learning ability,enhanced professional technical ability,enhanced professional ethics level,improved literature review ability,improved understanding and application of theoretical knowledge ability,improved analysis and problem-solving ability,and the ability and proportion of achieving expected teaching objectives of the study group were higher than those of the control group(P<0.05).Conclusion In the teaching of critical care,the application and practical effect of the"theory+simulation+hands-on+drill"teaching model is better than the"theoretical teaching+practical training demonstra-tion+training feedback+course assessment"teaching model.