Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.

A Study on the Application of Audible Thinking Combined with Case Teaching Method in the Teaching of Nursing Room Visits for Trained Nurses

Objective:To investigate the effect of using audible thinking combined with the case teaching method in the teaching of nursing checkups for regulation nurses.Methods:The period was April 2023–April 2024,and a randomized controlled group study was carried out in which 76 regulation nurses in our hospital were randomly divided into a research group and a control group,with 38 regulation nurses in each group.The control group used conventional teaching methods,and the research group used audible thinking combined with the case teaching method,comparing the two groups’independent learning ability scores,assessment scores,and teaching satisfaction.Results:Independent learning ability score:after teaching,the research group was significantly higher than the control group(P<0.05);Assessment results:the research group was considerably higher than the control group(P<0.05);Teaching satisfaction:the research group was significantly higher than the control group(P<0.05).Conclusion:The use of audible thinking combined with the case teaching method in the teaching of nursing room visits for trained nurses can improve independent learning ability and assessment results and increase teaching satisfaction.

Research and Application of Bedside Rhetorical Teaching Method in Teaching Nursing Interns

Objective:To observe and analyze the application of the bedside rhetorical teaching method in teaching nursing interns.Methods:A total of 64 nursing interns in the gastroenterology department of our hospital from July 2022 to May 2023 were randomly divided into two groups,32 cases in the control group and 32 cases in the intervention group.The control group was given conventional teaching methods,and the intervention group was given the bedside rhetorical teaching method on the basis of the conventional teaching.The differences in the methods of teaching between the two groups were compared after the end of the internship,and there was a statistically significant difference with P<0.05.Results:The scores of the interns in the intervention group were significantly better than those of the control group in theoretical knowledge,communication skills,and case analysis items(P<0.05).Conclusion:The bedside rhetorical teaching method transforms classroom education into bedside teaching,which enables the interns to apply the theoretical knowledge to clinical practice,and has a higher improvement in the three aspects of disease knowledge,communication skills,and case analysis,cultivates the interns’comprehensive clinical skills,and lays a good foundation for the future entry into the nursing field.

From Knowledge Transfer to Capability Development:The Future of PBL+CBL Teaching Method in Operating Room Nursing Education

Concomitant with the advancement of contemporary medical technology,the significance of perioperative nursing has been increasingly accentuated,necessitating elevated standards for the pedagogy of perioperative nursing.Presently,the PBL(problem-based learning)pedagogical approach,when integrated with CBL(case-based learning),has garnered considerable interest.An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing.Findings indicate that this integrative teaching methodology not only enhances students’theoretical knowledge,practical competencies,and collaborative skills but also contributes to the elevation of teaching quality.In conclusion,the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education.Nevertheless,it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.

Application of the “Six-Step Teaching Method” in the Nursing Teaching of Obstetric Interns

Objective: The “six-step teaching method” is a teaching method, which is summarized based on practical experience. This study aimed to explore the effect of “six-step teaching method” in clinical teaching of obstetrics. Methods: A quasi-experimental study design was used, 30 nursing students who entered obstetrics practice from March 2022 to July 2022 were selected as the control group according to the order of time, and traditional teaching methods were adopted. From August to December 2022, 30 interns were selected as the experimental group, and the “six-step teaching method” was adopted. After 8 weeks of clinical practice, the assessment results and teaching effect satisfaction of the two groups were compared. Results: The scores of obstetrical specialty in the experimental group were higher than those in the control group, and the difference was statistically significant (P < 0.05);The evaluation of teaching methods, teaching quality, classroom atmosphere and individual observation ability, clinical thinking ability and nurse-patient communication ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P Conclusion: “six-step teaching method” can effectively master the professional knowledge of obstetrics, stimulate the clinical thinking ability of interns, and improve the teaching effect and satisfaction. .

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.

A review of clinical reasoning in nursing education:based on high-fidelity simulation teaching method

Objective： Clinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient cam. It is therefore of paramount importance to enhance nursing students＇ clinical reasoning ability. High-fidelity simulation （HFS） is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods. Methods： The authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning. Results： The application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students＇ clinical reasoning ability. Conclusions： high-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

Effectiveness of experiential teaching method on the development of nursing students’skill competence:a systematic review and meta-analysis

Objective:Skill competence is essential for nursing students and experiential teaching method has become increasingly popular in China’s nursing education.To systematically evaluate the effects of experiential teaching method on the development of nursing students’skill competence,and to provide evidence for nursing education.Methods:The China National Knowledge Infrastructure,VIP,Wanfang Data,PubMed,and Web of Science databases were searched from their inception until November 28,2019.We screened the studies according to inclusion and exclusion criteria,extracted the data,and assessed the quality.Then,a meta-analysis was conducted.Results:Totally 15 studies were included,and 1,633 nursing students were analyzed by Review Manager5.3 and Stata15.1 software.The results show that the experiential teaching method can significantly improve nursing students’nursing skills such as training(SMD=1.05,95%CI:0.95–1.16,P=0.000),learning interest(ES=0.93,95%CI:0.79–1.06),ability to analyze and solve problems(ES=0.75,95%CI:0.55–0.94),ability to judge and innovative thinking(ES=1.01,95%CI:0.77–1.25),abilities of understanding and perception(ES=0.59,95%CI:0.34–0.83),and teaching satisfaction(ES=1.26,95%CI:1.13–1.4).Conclusions:The results suggest that the experiential teaching method is more effective for the nursing students’skill competence than traditional teaching in China.However,due to the heterogeneity and bias risk,a large sample and high-quality studies are needed in future to confirm its effectiveness.

Diversified Teaching Methods in Nursing:Using Animal Experimentation to Promote Core Professional Competencies in Basic Nursing Training

Objective： The aim of this project was to train highly professional and specialized nursing students from medical colleges to adapt to bedside clinical care by exploring and discussing various methods of injection and IV infusion in animal experimentation to hone the core professional nursing competencies. Methods： Two classes from the 2012 senior graduating nursing class were randomly selected by a computer to conduct the diversified practical teaching methods based on animal experimentation. A hospital environment was simulated by requiring students to perform different types of injections and practical IV infusion techniques. A comprehensive evaluation of the core professional competencies, as well as other integrated competencies, was conducted to determine the effectiveness of the teaching methods. Results： Two-sampled, pairwise u-tests were performed between the scores of the experimental （nursing class 2） and control （nursing class 1） groups. These findings showed that the overall test scores were significantly higher in the experimental group compared to the control group and that the average P-values for the competencies in various categories were 〈0.01, which indicated statistically significant results. Conclusions： Based on the data from this project, diversified teaching methods for basic nursing training founded on animal experimentation can help nursing students perfect their core professional competencies and improve their overall professional standing. The introduction of animal experimentation requires further verification, and an increased acknowledgement of its benefits through the widespread dissemination of this information.

The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

Objective:To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre.Methods:100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019,in which students of the control group were treated with routine teaching,while those of the experimental group were treated with layered progressive teaching.Then,the teaching effect of the two groups was compared and analysed.Results:The assessment results of nursing students in the two groups were compared,in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were(94.34±2.33)and(90.45±2.20)respectively.By contrast,the score of students in the control group was lower and the difference between the two groups was not significant(P<0.50).The teaching effect of students in the experimental group is more significant.Conclusion:During the process of nursing teaching in the Health Management Centre,the progressive teaching method showed a significant clinical effect and could effectively enhance students’scores.Therefore,it is positively significant for clinical development.

Analysis on the Influence of PBL Teaching Method on Knowledge Awareness Rate in Teaching of Elderly Lung Cancer Nursing

Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who entered the same hospital for internship in 2020.The numerical ranking method was used for blind-selection and grouping,where 25 nursing interns were divided into the control group and the internship group each.Among them,the nursing interns in the control group adopted routine nursing teaching management,and the nursing interns in the training group used PBL teaching method for teaching management.The teaching satisfaction rate,teaching quality and knowledge awareness rate of the two groups were compared.Results:Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method,and p<0.05.Conclusion:Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems,on-site answering is carried out in the way of nursing internship,so that the knowledge of nursing students in the practicing stage will be more in-depth,and the effects and quality of the nursing internship have been steadily improved,which has certain value of promotion in teaching.

Application Effect of Informationized Teaching Method Based on Evidence-based Nursing in Surgical Nursing Teaching

Objective:The study was to analyze the application effect of informationized teaching method based on evidence-based nursing in surgical nursing teaching.Methods:From December 2019 to December 2020,60 students were selected as the research objects and randomly divided into two groups,each with 30 students in the teaching group.The observation group applied informationized teaching based on evidence-based nursing method,and the control group used the traditional teaching model.The teaching effect was evaluated.Results:The test scores of subjective theoretical knowledge and objective theoretical knowledge of the observation group were significantly higher than those of the control group,and the comprehensive ability evaluation of the observation group was also higher(P<0.05).The majority of students accepted the informationized teaching method based on evidence-based nursing,and a few held a neutral or disapproval attitude.Conclusion:Informationized teaching method based on evidencebased nursing can improve students'theoretical and practical levels in surgical nursing teaching,and most students also accept this teaching method,which has application value.

A study on the innovation of teaching methods of English teaching for English majors from the perspective of specialized vocabulary

In this paper, we analyze the mechanical engineering professional English courses Situation and student learning, and points out current problems of the Course combined with professional features and their own practical work and learning experiences, interests, in order to mobilize students to participate in interactive, us. in the proposed curriculum objectives, architecture, content, assessment methods and other improvements. This paper analyzes and comparative grammar translation method and communicative language teaching methods and effectiveness in the use of educational environment in Chinese universities. English Comprehensive Ability Training should start with interest, interest in learning is an important means to stimulate the students’ motivation for learning. By analyzing the characteristics of a professional, we have established a professional English pro？ ciency training system. In teaching practice, to build interest training, speaking and writing teaching, diversi？ ed assessment methods, to explore students’ professional training program English pro？ ciency. Practice shows that students’ English comprehensive capacity has increased dramatically. English teaching is an important part of the institutions of higher learning English teaching English teaching English teaching has both continuity, but also has the characteristics of areas of expertise. English language teaching is teaching, but also expertise in teaching. Based on the common features of professional English courses, teaching practice, teaching methods of English are explored.

Evaluating Communicative Teaching Method With Consideration of Psycholinguistics

Communicative language teaching has been in vogue in the past ten years. Being a language teaching method, it is closely related to linguistics, sociology, educeational theories and so on, psycholinguistics, a branch of linguistics focusing on the mental processes involved in human being's language acquisition and production, play a most important role in the study of language teaching, including communicative language teaching (CLT) of course. In this paper the writer will evaluate the CLT with the consideration of psycholinguistics to what extent CLT is helpful for second language teaching and learning.……

Chinese International Students' Attitudes to the Teaching Methods of Lecture, Seminar and Tutorial in UK Universities

Nowadays in many countries, students prefer to study overseas. The UK is one of the popular destinations for Chinese students. This paper investigates the teaching methods of lecture, seminar and tutorial in UK universities from the perspective of Chinese international students, who have a different educational background from British students. This paper does a survey on this issue and provides some strategies for both the teachers and Chinese students in UK universities for their work and study.

Study on the Construction and Evaluation System of Clinical Midwifery Teaching Faculty under the New Nursing Model

Objective:To explore the impact of the construction of a clinical midwifery teaching faculty and the development of an evaluation system under the new nursing model on the current teaching quality.Methods:From July 2022 to March 2023,10 clinical teaching teachers and 20 midwifery interns from Beijing Anzhen Hospital affiliated with Capital Medical University were selected as the subjects of this study.The clinical teaching teachers and midwifery interns were divided into an observation group and a control group,with each group including 5 clinical teaching teachers and 10 midwifery interns.The observation group received daily management and evaluation under the new nursing model,while the control group received management and evaluation under the traditional nursing model.The teaching quality evaluation of clinical midwifery teaching teachers by midwifery interns,the exit exam scores of midwifery interns,and the scores of clinical teaching teachers’internship lectures and teaching rounds were compared between the two groups.Results:In the observation group,the scores for teaching attitude,teaching skills,and teaching management in the teaching quality evaluation of clinical midwifery teaching teachers were higher than those in the control group.The professional theory scores(91.28±3.64)and overall nursing comprehensive scores(92.56±4.38)of midwifery interns in the observation group were higher than those of midwifery interns in the control group(81.58±2.27 and 80.29±3.33,respectively).The scores for internship lectures(89.32±4.15)and teaching rounds(90.64±5.52)in the observation group were also significantly higher than those in the control group(80.46±3.28 and 81.24±4.38,respectively),and the differences were statistically significant(P<0.05).Conclusion:The management of the clinical midwifery teaching faculty under the new nursing model effectively improved the quality of clinical teaching.It significantly enhanced the teaching effectiveness of clinical teaching teachers and the proficiency of midwifery interns in clinical operations,making it worthy of promotion and use.

Analysis of the Effect of The Error Method Demonstration in The Teaching of Basic Nursing Laboratory Operation

Objective: This paper is mainly to deeply study and systematically explore the practical application of the error- demonstrating method in the teaching of basic nursing laboratory operation and the impact and effect it produces. Methods: 80 cases of nursing interns in our school were randomly selected for analysis and research from January 2023 to December 2023, 40 cases of traditional teaching methods were named as the reference group, and 40 cases of demonstration and error methods were named as the seminar group and in-depth analysis and evaluation of the teaching effect of the two groups after the implementation of different teaching modes were carried out. Results: The seminar group achieved remarkable results in terms of teaching effect, and the performance of the interns in this group was significantly better than that of the reference group in terms of medical key skills such as aseptic operation technique, intravenous infusion operation, intramuscular injection operation, and catheterization operation, P < 0.05, which is of research value. Conclusion: After the nursing interns received the teaching intervention of the demonstration of the error method, their experimental operation performance and hands-on ability were significantly improved, and at the same time effectively stimulated their interest in learning, which is worth using.

Application of the “Three Threes” Method in Clinical Teaching of Internal Jugular Vein Puncture

Objective: To clarify the role of the “Three Threes” method in clinical teaching of internal jugular vein puncture and explore improvements in teaching methods. Methods: A doctor was assigned to the induction room of the Second Affiliated Hospital of Naval Medical University (Shanghai Changzheng Hospital) for two months. The time required for catheterization, the first puncture success rate, and occurrence of puncture-related complications were compared before and after learning the “Three Threes” method. Results: Using the “Three Threes” method reduced the catheterization time by 43%, increased the first puncture success rate by 17%, and led to fewer puncture-related complications. Conclusion: The application of the “Three Threes” method not only improves the success rate of internal jugular vein puncture but also reduces complications, making it easier for students to master the technique.

Analysis of The Use of Implicit Nursing Knowledge in The Teaching of Cardiovascular Internal Medicine Nursing

Objective: To explore the utilization of implicit nursing knowledge in the teaching of cardiovascular internal medicine nursing and to provide a reference for improving the quality and efficiency of cardiovascular internal medicine nursing work. Methods: Thirty-six trainee nurses working in the cardiovascular internal medicine department of our hospital from September 2022 to September 2023 were selected and randomly divided into a control group and an observation group of 18 trainees each. The control adopted the traditional teaching methods while the observation group adopted the implicit nursing knowledge in their clinical practice work. The assessment scores and teamwork ability of the two groups were analyzed and compared. Results: The performance of the observation group was better than that of the control group, and the difference between the two groups was statistically significant (P < 0.05). The teamwork ability of the observation group was significantly better than that of the control group in teamwork ability (P < 0.05). Conclusion: Implicit nursing knowledge teaching is conducive to the cultivation of high-quality nursing talents and meets the development needs of hospitals. Therefore, the importance of implicit nursing knowledge should be strengthened in the teaching of cardiovascular internal medicine nursing and it should be comprehensively organized to improve the quality of nursing services.

Thinking on Improving Presentation Teaching-Based on the Empirical Analysis of Presentation in College English Classes of Junior Non-English Majors in Universities of Science and Engineering

Based on the empirical investigation of presentation in college English classes for junior non-English majors in science and engineering universities,the author explains her own thinking on how to improve presentation teaching from four aspects:setting teaching objectives,selecting teaching contents,using teaching methods,and evaluating and implementing methods.