基于角色合作的TBL教学法在心内科护理实习教学中的应用

Application of TBL Teaching Method Based on Role Cooperation in Nursing Practice Training of Cardiology Department

目的 探究基于角色合作的以团队为基础的学习(team-based learning,TBL)教学法在心内科护理实习教学中的应用效果。方法 选取2022年7月-11月在重庆医科大学附属第二医院心内科实习的31名心内科护理本科学生为对照组,2022年12月-2023年4月在重庆医科大学附属第二医院心内科实习的31名心内科护理本科学生为试验组。对照组采用传统教学模式,试验组采用基于角色合作的TBL教学法。教学活动结束后,对2组学生的带教效果、管床效果、教学满意度进行对比分析。结果 试验组平均理论成绩为(95.94±2.08)分,操作成绩为(96.13±1.36)分、护理质量评分(95.71±1.72)分,对照组分别为(91.00±2.70)分、(90.03±3.09)分、(90.39±2.39)分,试验组高于对照组,差异有统计学意义(P <0.001)。在出科考核中,试验组护理缺陷发生率为0,低于对照组的9.68%,差异有统计学意义(P<0.05)。试验组患者满意度为100%,高于对照组的80.65%,差异有统计学意义(P <0.05)。在学生的教学评价中,试验组的教学态度、教学形式、教学氛围、教学形式方面观察指标数据均优于对照组,差异有统计学意义(P <0.001)。结论 基于角色合作的TBL教学法可以提高学生的理论成绩、操作成绩及护理质量评分,降低护理缺陷发生率,提升学生教学评价满意度。

Objective To explore the application of role based collaborative team-based learning(TBL)teaching method in clinical nursing teaching for cardiology interns.Methods A total of 31 undergraduate cardiology nursing interns who interned in the department of cardiology at the Second Affiliated Hospital of Chongqing Medical University from July to November 2022 were selected as the control group,and 31 undergraduate cardiology nursing interns who interned in the department of cardiology at the Second Affiliated Hospital of Chongqing Medical University from December 2022 to April 2023 were selected as the experimental group.The control group was subjected to traditional teaching mode,while the experimental group was subjected to role based cooperative TBL teaching method.After the teaching activity,the teaching effectiveness,bed management effectiveness,and teaching satisfaction of the two groups of students were compared and analyzed.Results The average theoretical score of the experimental group was(95.94±2.08)points,the operation score was(96.13±1.36)points,and the nursing quality score was(95.71±1.72)points,which were(91.00±2.70)points,(90.03±3.09)points and(90.39±2.39)points in control group,the scores of experimental group were higher than those the control group,and the difference was statistically significant(P<0.001).In the outpatient assessment,the incidence of nursing defects in the experimental group was 0,which was lower than 9.68%in the control group,and the difference was statistically significant(P<0.05).The satisfaction rate of patients in the experimental group was 100%,which was higher than 80.65%of the control group,and the difference was statistically significant(P<0.05).In the evaluation of students'teaching,the observation indicators of teaching attitude,teaching form,teaching atmosphere,and teaching form of the experimental group were all better than those of the control group,and the difference was statistically significant(P<0.001).Conclusion The new teaching system role based cooperative TBL teaching model can significantly reduce learning aversion and clinical nursing deficiencies,effectively improve clinical coping ability and patient satisfaction.