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.

Exploration of the Practical Path of Experiential Teaching Method in Piano Teaching in Comprehensive Universities

Piano education,as an art course,occupies an important position in the art majors of comprehensive universities.With the continuous deepening of educational reform,the concept,methods,and content of piano education in comprehensive universities also need to be updated and upgraded,committed to effectively improving students’music literacy while mastering piano knowledge and skills.The application of experiential teaching methods in piano teaching in comprehensive universities highlights the student-centered position,focuses on enhancing students’learning experience,and promotes the high-level development of students’comprehensive abilities.This article explores the application of experiential teaching methods in piano teaching in comprehensive universities,proposes a rational practical path,and hopes to provide a reference for relevant educators.

Research and Practice of the Blended Teaching Model of BOPPPS Teaching Method Under the Background of Digital Education: Taking Operations Research Course as an Example

The rapid development of digital education provides new opportunities and challenges for teaching model innovation.This study aims to explore the application of the BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory learning,Post-assessment,Summary)teaching method in the development of a blended teaching model for the Operations Research course under the background of digital education.In response to the characteristics of the course and the needs of the student group,the teaching design is reconstructed with a student-centered approach,increasing practical teaching links,improving the assessment and evaluation system,and effectively implementing it in conjunction with digital educational technology.This teaching model has shown significant effectiveness in the context of digital education,providing valuable experience and insights for the innovation of the Operations Research course.

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 on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language.This dual focus aims to cultivate students’cross-cultural communication skills and practical English skills.The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge,thereby enriching students’learning experiences and understanding within these scenarios.This method has significant advantages in enhancing the effectiveness of English language and literature teaching.Consequently,this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction.It then proposes several strategies for implementing this method,with the goal of enhancing students’language awareness,cultural literacy,and comprehensive English skills.

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.

Preliminary Exploration About Teaching Method on Duolingo

This thesis critically examines the effectiveness of Duolingo as a language learning platform.Duolingo is one of the most popular language learning platforms online worldwide that offers language teaching in a free and fun way on mobile apps.It serves as a provider for autonomous learning,namely allowing users to learn languages independently,and is used by language learners of all levels who want to be multi-lingual,or who have the need to learn a foreign language in time for academic or social requirements,and so on.Meanwhile,the effectiveness of teaching method offered on Duolingo has been overestimated,and many problems during learning are ignored.The study methods in the thesis are content study method and contrast study method.The problems will be demonstrated by analysis of the content of Duolingo in many aspects and comparison of another well-known platform called“Innovative Language Learning”.This thesis aims to analyze the downsides of Duolingo in regard to foreign language learning in many aspects in both comprehensive and detailed way,and point out suggestions and solutions for improvement.

Research on Teaching Methods of Flight Control Principles

With the rapid development of China’s civil aviation industry,the teaching method of operating knowledge of flight principles has changed greatly,which creates a good implementation environment to improve the safety of civil aviation in our country.At present,the main training content of air route transport pilots in China is basic aviation theory,initial flight training,airline modification,etc.The principles of flight control are an important part of basic aviation theoretical knowledge training,which will involve a large number of flight technology training content,instructors will also be based on the pilot type.Teaching flight control theory and practical knowledge requires relatively high theoretical learning ability of students,and the learning effect of this part of theoretical knowledge will directly affect the quality of subsequent learning,but also directly affect the effectiveness of flight training.This paper focuses on the analysis of the basic concepts of flight control,studies the existing problems in the teaching of flight control principles,summarizes the teaching measures of flight control principles,aiming to provide a reference to teaching personnel.

Taking Stock of Grammar-Translation Teaching Method in Developing Intercultural Pragmatic Competence

Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.

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.

Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

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.

Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology

Objective:To study the clinical effect of applying clinical pathway teaching method in clinica1 teaching of cardiology.Methods:This paper verifies and calculates that 50 interns working in cardiology department in our hospita1 from October 2016 to October 2019 are divided into groups and comparea in the form of double-blind method.1he rererence group(n=25)uses traditional teachingmethods,and the experimental group(n=25)uses clinical pathway teaching method.The satisfaction degree,teaching quality,theoretical assessment results,operation assessment and comprehensive assessment results of interns in the experimental group and the reference group are compared.Results:The satisfaction degree,theoretical examination result,operation examinationt comprehensive examination result,improvement of team spirit,professiona1 quality,improvemen of professional ethics,standardized diagnosis and treatment,improvement of clinical problem handling ability,stimulation of learning interest and cultivation of clinical thinking of the interns in the experimental group were compared with those of the reference group(P<0.05),showing the value of statistica1 comparison and demonstration between data indexes.Conclusion:The application of clinical path-teaching method in clinical teaching of cardiology can improve the clinical teaching effect and teaching quality.

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.

A Brief Analysis of the Application of Situational Teaching Method in Primary School Music Class

Music situational teaching method aims to mobilize the students’thoughts in a natural state so as to enhance the attractiveness and efficiency of music classes.In the process of this method,some specific situational are designed according to the characteristics of music and under the guidance of psychology,methodology,pedagogy and other theories,and various sensory organs are employed.Different from traditional teaching method,situational teaching method creates learning situational for students,which is consistent with the characteristics of primary school students’physical and mental development and maximizes students’experience and feeling of music.

Discussion on the Nature of English for Specific Purpose and ESP Teaching Methods

This paper clears up the scientific justification for the existence of ESP through the analysis of ESP's nature.The specific features of ESP teaching goals and focuses require us to adopt suitable ESP teaching methods for the completion of ESP teaching tasks.The ESP teaching method introduced here as "Contrastive Approach" is from our ESP teaching practice and will play a positive role in the ESP education to Chinese students.

Effect Analysis of WeChat Platform Combined with PBL Teaching Method for Standardized Training of Residents in Anesthesiology Department

Objective: To explore and analyze the effect of the WeChat platform combined with the PBL teaching method in the standardized training of anesthesia residents. Methods: 120 anesthesiology residents from January 2018 to the end of December 2019 were selected, and divided into a control group and an observation group of 60 each according to the time sequence of admission. The control group adopted the conventional teaching mode, and the observation group adopted the WeChat platform combined PBL teaching method. The scores of theoretical knowledge and anesthesia skills operation after training, the scores of the teaching interest survey, and the satisfaction with the teaching mode between the two groups were compared. Results: The scores of theoretical knowledge and anesthesia skills operation in the observation group were significantly higher than those in the control group, and the indicators of teaching interest in the observation group were also higher than those in the control group. The differences were statistically significant (P < 0.05). The satisfaction degree of the observation group was significantly higher than that of the control group, and the difference was also statistically significant (P < 0.05). Conclusion: The WeChat platform combined with the PBL teaching method is beneficial to improve the training effect of anesthesiology residents, stimulating autonomous learning ability, ensuring the effective practice of theoretical knowledge, and promoting them to move towards a higher standard of anesthesia skills.

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.

Application of Leading-Subject Teaching Method in Class Teaching of Landscape Type of Public Elective Course

For concrete situation of class teaching of landscape type of public elective course,the application situation of leading-subject teaching method in specific landscape type of course is explored. Teaching method transforms from "teaching as the center" to "learning as the center". By improving student's learning interest and efficiency,student's whole development and creativity are promoted.