以基于问题学习为基础的情景模拟方法在高级创伤生命支持培训的实践与应用
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摘要
目的以基于问题学习(PBL)为基础的情景模拟方法在高级创伤生命支持(ATLS)培训的实践与应用。方法以深圳市南山人民医院院前急救、重症医学科、外科等150名医生为研究对象,采用随机抽样法随机分为实验组和对照组。每组分7批接受ATLS培训。对照组给予传统教学模式进行培训,观察组给予以PBL教学模式进行培训,对两组患者培训效果进行比较。结果培训后,观察组学员理论成绩及技能考核明显高于对照组,差异有统计学意义(P<0.05);且与培训前相比,培训后观察组学员急诊停留时间、CT检查时间、B超检查时间明显缩短,差异具有统计学意义(P<0.05)。结论PBL教学模式可明显提高医护人员对ATLS理论知识与实践掌握程度,值得临床推广和应用。
Objective To study practice and application of PBL based scenario simulation method in ATLS training. Methods 150 doctors such as first aid,severe illness medicine and surgery were studied in Nanshan People's Hospital of Shenzhen City,and were randomly divided into experimental group and control group by random sampling method. Each group received ATLS training in 7 batches. The control group received the traditional teaching model,and the observation group received PBL teaching model. The results of the training between the two groups were compared. Results After the training,the theoretical achievement and skill assessment of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05). Compared with the training,the time of emergency stay,CT examination and B-ultrasound examination in the post-training observation group were significantly shortened,which was statistically significant(P<0.05). Conclusion PBL teaching model can obviously improve the knowledge and practice of ATLS,and is worthy of clinical promotion and application.
Objective To study practice and application of PBL based scenario simulation method in ATLS training. Methods 150 doctors such as first aid,severe illness medicine and surgery were studied in Nanshan People's Hospital of Shenzhen City,and were randomly divided into experimental group and control group by random sampling method. Each group received ATLS training in 7 batches. The control group received the traditional teaching model,and the observation group received PBL teaching model. The results of the training between the two groups were compared. Results After the training,the theoretical achievement and skill assessment of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05). Compared with the training,the time of emergency stay,CT examination and B-ultrasound examination in the post-training observation group were significantly shortened,which was statistically significant(P<0.05). Conclusion PBL teaching model can obviously improve the knowledge and practice of ATLS,and is worthy of clinical promotion and application.
引文
[1]American College of Surgeons.Advanced Trauma Life Support program for doctors.Student Course Manual[M].7th Edition Chicago:American College of Surgeons,2004.
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[3]王雪梅.国际高级创伤生命支持技术在院前急救中的应用效果观察[J].中国实用医药2018,13(22):103-104
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[5]杨子初“高级创伤生命支持”应该成为住院医师培训的内容[J].卫生软科学,2012,2(2):133-134
[6]张志勇,金慧玉,温中一,等.环太军演中美军ATLS课程培训的做法及启示,军事医学,2016,11(40):871-873
[7]KLUNKLIN A,SUBPAIBOONGID P,KEITLERTNAPHA P,et al.The nursing students adaption to problem-based learning:a qualitative study[J].Nurse Educ Pract,2011,9:1023-1026.
[8]HOYT K S,COYNE E A,RAMIREZ E G,et al.Nurse practitioner Delphi study:competenciesfor practice in emergency care[J].Journal of Emergency Nursing,2010,9(13):1095-1097.
[9]吴梦茹.PBL教学法在急诊医学教育中心应用[J].西北医学教育,2010,(5):1059-1060.
[10]陈小娟,江桂素,郑秀先.情景模拟教育法在临床护理教学中的应用[J].护理实践与研究,2008,5(6):56-57.
[11]邱玉宇.本科护理学基础课程教学中存在的问题与对策[J].护理学杂志,2007,22(2):33-34.
[12]费素定,王小丽,徐金梅.ECS情景教学应用于急救综合技能培训的探讨[J].护理研究,2010,24(11):1017-1018.
[2]杨子初.普及“高级创伤生命支持”培训提高医护人员灾难应对能力[J].中国急救医学,2009,29(11):1032-1034.
[3]王雪梅.国际高级创伤生命支持技术在院前急救中的应用效果观察[J].中国实用医药2018,13(22):103-104
[4]柯海容,PBL教学模式在急诊科新护士培训中的应用价值[J].中国医药导报2013,12(10):159-161
[5]杨子初“高级创伤生命支持”应该成为住院医师培训的内容[J].卫生软科学,2012,2(2):133-134
[6]张志勇,金慧玉,温中一,等.环太军演中美军ATLS课程培训的做法及启示,军事医学,2016,11(40):871-873
[7]KLUNKLIN A,SUBPAIBOONGID P,KEITLERTNAPHA P,et al.The nursing students adaption to problem-based learning:a qualitative study[J].Nurse Educ Pract,2011,9:1023-1026.
[8]HOYT K S,COYNE E A,RAMIREZ E G,et al.Nurse practitioner Delphi study:competenciesfor practice in emergency care[J].Journal of Emergency Nursing,2010,9(13):1095-1097.
[9]吴梦茹.PBL教学法在急诊医学教育中心应用[J].西北医学教育,2010,(5):1059-1060.
[10]陈小娟,江桂素,郑秀先.情景模拟教育法在临床护理教学中的应用[J].护理实践与研究,2008,5(6):56-57.
[11]邱玉宇.本科护理学基础课程教学中存在的问题与对策[J].护理学杂志,2007,22(2):33-34.
[12]费素定,王小丽,徐金梅.ECS情景教学应用于急救综合技能培训的探讨[J].护理研究,2010,24(11):1017-1018.