PBL教学法在胸外科临床护理带教中的应用
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摘要
目的比较PBL教学法和传统的教学方法在胸外科临床护理带教中的应用效果。方法选取2017年1月—2018年6月在我院胸外科实习的护生210名作为观察组;选取2015年1月—2016年6月在我院胸外科实习的护生200名作为对照组。对照组护生采用传统临床护理带教方法,观察组采用PBL教学法进行临床护理带教。实习结束后,比较两组护生理论知识和临床护理操作考核成绩及其对带教的满意程度。结果观察组护生的理论知识和临床护理操作考核成绩均高于对照组,对带教的满意率高于对照组,组间各数据比较,差异均具有统计学意义(P <0.05)。结论采用PBL教学法进行胸外科临床护理带教可提高带教质量及护生对带教的满意度。
Objective To explore the effects of PBL teaching method in nursing clinical practice teaching of thoracic surgery department. Methods 210 nursing students who worked in Department of thoracic surgery in our hospital from January 2017 to June 2018 were selected as observation group. 200 nursing students from January 2015 to June 2016 in our department of thoracic surgery were selected as control group. The nursing students in the control group were taught by traditional clinical nursing methods. The observation group adopted PBL teaching method to carry out clinical nursing teaching. After the practice, the scores of nursing theory knowledge and clinical nursing operation examination and their satisfaction with teaching were compared between the two groups. Results The scores of theoretical knowledge and clinical nursing operation examination of nursing students in the observation group were higher than those in the control group, and the satisfaction rate of teaching was higher than that in the control group, the difference was statistically significant(P<0.05). Conclusion PBL teaching method can improve the teaching quality and satisfactory degree of clinical teaching in thoracic surgery department.
Objective To explore the effects of PBL teaching method in nursing clinical practice teaching of thoracic surgery department. Methods 210 nursing students who worked in Department of thoracic surgery in our hospital from January 2017 to June 2018 were selected as observation group. 200 nursing students from January 2015 to June 2016 in our department of thoracic surgery were selected as control group. The nursing students in the control group were taught by traditional clinical nursing methods. The observation group adopted PBL teaching method to carry out clinical nursing teaching. After the practice, the scores of nursing theory knowledge and clinical nursing operation examination and their satisfaction with teaching were compared between the two groups. Results The scores of theoretical knowledge and clinical nursing operation examination of nursing students in the observation group were higher than those in the control group, and the satisfaction rate of teaching was higher than that in the control group, the difference was statistically significant(P<0.05). Conclusion PBL teaching method can improve the teaching quality and satisfactory degree of clinical teaching in thoracic surgery department.
引文
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[5]翟玉荣,刘波,李意奇,等.LBL、CBL、PBL、TBL教学法在药理学教学中的综合应用[J].卫生职业教育,2015,33(8):51-52.
[6]何平,孙平军,李佳,等.LBL+PBL+CBL三轨式教学模式在呼吸内科临床教学中的应用评价[J].中国临床研究,2014,27(4):510-512.
[7]张瑞华,李春红,徐彤,等.CBL与PBL教学模式在动物传染病学教学中的应用[J].中国免疫学杂志,2016,32(12):1837-1839.
[8]Servant-Miklos V FC.Problem solving skills versus knowledge acquisition:the historical dispute that split problem-based learning into two camps[J].Adv Health Sci Educ Theory Pract,2018:1-17.
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[10]邢玉娟,陈玉库,刘运镇,等.PBL联合CBL教学模式在动物外产科疾病教学中的应用[J].安徽科技学院学报,2014,28(6):70-73.
[11]彭凌湘,李琦,马维红,等.PBL教学法在妇产科护理教学中的应用效果[J].中国医药导报,2014,11(32):127-129,133.
[12]吴穷,苏方.以案例为基础的PBL教学法在临床肿瘤学教学中的应用探讨[J].中华全科医学,2016,14(5):844-846.
[2]陈卫珊.PBL教学法在临床儿科护理带教中的应用思考[J].中国医药科学,2015,5(17):77-79.
[3]Alazri H,Ratnapalan S.Problem-based learning in continuing medical education:Review of randomized controlled trials[J].Canadian Family Physician Médecin De Famille Canadien,2014,60(2):157.
[4]Roh YS,Kim SS.Integrating Problem-Based Learning and Simulation:Effects on Student Motivation and Life Skills[J].Cin Computers Informatics Nursing,2015,33(7):278.
[5]翟玉荣,刘波,李意奇,等.LBL、CBL、PBL、TBL教学法在药理学教学中的综合应用[J].卫生职业教育,2015,33(8):51-52.
[6]何平,孙平军,李佳,等.LBL+PBL+CBL三轨式教学模式在呼吸内科临床教学中的应用评价[J].中国临床研究,2014,27(4):510-512.
[7]张瑞华,李春红,徐彤,等.CBL与PBL教学模式在动物传染病学教学中的应用[J].中国免疫学杂志,2016,32(12):1837-1839.
[8]Servant-Miklos V FC.Problem solving skills versus knowledge acquisition:the historical dispute that split problem-based learning into two camps[J].Adv Health Sci Educ Theory Pract,2018:1-17.
[9]张宁.PBL教学法在护理临床带教中的应用研究[J].黑龙江医药科学,2014,37(3):111.
[10]邢玉娟,陈玉库,刘运镇,等.PBL联合CBL教学模式在动物外产科疾病教学中的应用[J].安徽科技学院学报,2014,28(6):70-73.
[11]彭凌湘,李琦,马维红,等.PBL教学法在妇产科护理教学中的应用效果[J].中国医药导报,2014,11(32):127-129,133.
[12]吴穷,苏方.以案例为基础的PBL教学法在临床肿瘤学教学中的应用探讨[J].中华全科医学,2016,14(5):844-846.