PBL教学法在心内科护理临床带教中的应用效果分析

Analysis of the Application Effect of PBL Teaching Method in Clinical Teaching of Cardiology Nursing

目的探讨以问题为基础的教学法(problem-based learning,PBL)在心内科护理临床带教中的应用效果。方法选取滨州医学院烟台附属医院心内科临床实习的82名护生为研究对象,时间为2021年10月—2022年11月,并按随机数表法将其分为对照组和对照组,每组41名。对照组给予传统教学方法培训,观察组给予PBL教学方法培训,持续培训2个月。对比2组的学习效率、教学效果、学习成绩及教学方法满意度。结果观察组的学习效率为97.56%,高于对照组的80.48%,差异有统计学意义(P<0.05)。培训后,观察组的英语综合应用能力为(75.66±6.14)分、团队合作能力为(76.32±6.26)分、自学能力(为77.53±6.42)分、分析解决问题能力评分为(75.28±6.64)分,高于对照组的能力评分[(65.27±5.25)分、(65.54±5.37)分、(61.41±5.93)分和(62.72±5.51)分],差异有统计学意义(P<0.05)。培训后,观察组的理论成绩、操作成绩、病历书写成绩和综合成绩分别为(94.03±1.49)分、(96.32±1.43)分、(93.21±2.57)分和(94.33±2.51)分,均高于对照组的成绩[(87.12±2.68)分、(92.15±2.74)分、(88.25±3.46)分和(89.69±3.19)分],差异有统计学意义(P<0.05)。培训后,观察组在激发学习兴趣、提高自学能力、提高护理操作水平、提高临床思维能力、教学方法的综合满意度、提高沟通表达能力的满意度评分,均高于对照组,差异有统计学意义(P<0.05)。结论PBL教学法在心内科护理临床带教中的应用效果较佳,能够提高护生的学习效率、学习成绩及教学方法满意度,增强教学效果。

Objective To explore the application effect of problem-based learning(PBL)teaching method in clinical teaching of cardiology nursing.Methods A total of 82 nursing students who were interning in the department of cardiology at Yantai Affiliated Hospital of Binzhou Medical College were selected as the research subjects from October 2021 to November 2022.They were randomly divided into observation group and control group by random number table method,with 41 students in each group.The control group received training on traditional teaching methods,while the observation group received training on PBL teaching methods for a continuous period of 2 months.The learning efficiency,teaching effectiveness,academic performance,and satisfaction with teaching methods between two groups were compared.Results The learning efficiency of the observation group was 97.56%,which was higher than the control group’s 80.48%,and the difference was statistically significant(P<0.05).After the training,the observation group’s English comprehensive application ability score was(75.66±6.14)points,teamwork ability score was(76.32±6.26)points,self-learning ability score was(77.53±6.42)points,and problem-solving ability score was(75.28±6.64)points,all higher than those of control group[(65.27±5.25)points,(65.54±5.37)points,(61.41±5.93)points and(62.72±5.51)points],and the difference were statistically significant(P<0.05).After the training,the theoretical score,operational score,medical record writing score,and comprehensive score of the observation group were(94.03±1.49)points,(96.32±1.43)points,(93.21±2.57)points and(94.33±2.51)points,respectively,which were higher than those of the control group[(87.12±2.68)points,(92.15±2.74)points,(88.25±3.46)points and(89.69±3.19)points],and the difference were statistically significant(P<0.05).After the training,the satisfaction score of stimulated learning interest,improved self-learning ability,improved nursing operation level,improved clinical thinking ability,overall satisfaction with teaching methods,and improved communication and expression ability of the observation group,all were higher than those of control group,and the difference were statistically significant(P<0.05).Conclusion The application effect of PBL teaching method in clinical teaching of cardiology nursing is relatively good,which can improve the learning efficiency,academic performance,and teaching method satisfaction of nursing students,and enhance teaching effectiveness.