PBL教学法在急诊科护士分层次培训中的应用
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摘要
目的探讨如何在急诊科护士分层次培训中开展PBL教学法。方法运用PBL教学法对临床案例展开讨论(2014年5月—2016年5月),以满足急诊科不同能级护士对理论知识、技能操作、工作经验分享等不同需求。结果护理人员理论考核(42.73±1.34)分、实践考核(42.29±2.04)分、课堂参与(41.63±2.05)分、团队协作(42.06±1.94)分。护理人员对该种护理培训形式满意22名,占比68.75%;一般满意10名,占比31.25%,护理人员总满意32名,满意度100.00%。结论在急诊科护士分能级培训中通过运用PBL教学法提高护士自主学习能力,拓宽学习知识面,从不同工作角度提出不同问题,通过大家学习讨论最终达到培训目的。
Objective To explore how to carry out PBL teaching method in the level-level training of nurses in emergency department. Methods PBL teaching method was used to discuss clinical cases to meet the different needs of nurses of different energy levels in the emergency department for theoretical knowledge(from May 2014 to May 2016), skill operation and work experience sharing. Results Nursing staff theory assessment(42.73±1.34) points, practice assessment(42.29±2.04) points, classroom participation(41.63±2.05) points, teamwork(42.06±1.94) points. 22 nursing staff were satisfied with this form of nursing training, accounting for 68.75%. General satisfaction was 10 people, accounting for 31.25%, and total satisfaction was 32 people, accounting for 100.00%. Conclusion In the level training of nurses in the emergency department, the PBL teaching method is used to improve nurses' independent learning ability, broaden the scope of learning knowledge, put forward different problems from different work angles, and finally achieve the goal of training through everyone's study and discussion.
Objective To explore how to carry out PBL teaching method in the level-level training of nurses in emergency department. Methods PBL teaching method was used to discuss clinical cases to meet the different needs of nurses of different energy levels in the emergency department for theoretical knowledge(from May 2014 to May 2016), skill operation and work experience sharing. Results Nursing staff theory assessment(42.73±1.34) points, practice assessment(42.29±2.04) points, classroom participation(41.63±2.05) points, teamwork(42.06±1.94) points. 22 nursing staff were satisfied with this form of nursing training, accounting for 68.75%. General satisfaction was 10 people, accounting for 31.25%, and total satisfaction was 32 people, accounting for 100.00%. Conclusion In the level training of nurses in the emergency department, the PBL teaching method is used to improve nurses' independent learning ability, broaden the scope of learning knowledge, put forward different problems from different work angles, and finally achieve the goal of training through everyone's study and discussion.
引文
[1]吴超,苏东梅,路静.运用分层管理模式融合PBL、情境模拟教学法对急诊科护士培训的效果评价[J].中外女性健康研究,2016(14):15.
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[4]唐莉,李贞贞,冯健兰,等.临床路径联合PBL教学模式在急诊科护理教学中的应用[J].国际护理学杂志,2017,36(6):840-843.
[5]蒋丽丽.PBL教学法与专业分组相结合在ICU新入科护士临床培训中的应用[J].医药前沿,2016,6(27):30-31.
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[7]朱小可,周海芳,张丽娜.以问题为基础学习模式结合以病例为引导教学法在急诊实习护生中的应用[J].中国乡村医药,2016,23(14):71-72.
[8]王香,马小香,王鲁娟,等.PBL教学法在急诊科护理教学中的应用[J].临床医学研究与实践,2016,1(12):195-196.
[9]王素贤.PBL教学法在急诊科护理教学查房中的应用研究[J].医学信息,2017,30(7):6-8.
[10]周成莉.PBL教学法在急诊科护理教学查房中的应用研究[J].饮食保健,2016,3(19):227-228.
[11]薛金梁,于占营.PBL教学法在护理实习生急诊带教中应用效果分析[J].中国当代医药,2017,24(6):166-168.
[12]黄沂,宁余音.PBL教学法在本科护生急诊临床护理教学中的应用[J].广西中医药大学学报,2016,19(1):139-141.
[2]凌云,刘江华,郑晓文.PBL教学法在急诊科护士心电图培训中的应用[J].继续医学教育,2017,31(6):4-6.
[3]黄春蓉,王丽.以问题为基础联合以病例为引导的教学法在急诊科轮转低年资护士培训中的应用[J].实用医院临床杂志,2016,13(2):102-104.
[4]唐莉,李贞贞,冯健兰,等.临床路径联合PBL教学模式在急诊科护理教学中的应用[J].国际护理学杂志,2017,36(6):840-843.
[5]蒋丽丽.PBL教学法与专业分组相结合在ICU新入科护士临床培训中的应用[J].医药前沿,2016,6(27):30-31.
[6]彭幸.PBL教学法在手术室规范化培训护士带教中的实践分析[J].大家健康旬刊,2017,11(2):278.
[7]朱小可,周海芳,张丽娜.以问题为基础学习模式结合以病例为引导教学法在急诊实习护生中的应用[J].中国乡村医药,2016,23(14):71-72.
[8]王香,马小香,王鲁娟,等.PBL教学法在急诊科护理教学中的应用[J].临床医学研究与实践,2016,1(12):195-196.
[9]王素贤.PBL教学法在急诊科护理教学查房中的应用研究[J].医学信息,2017,30(7):6-8.
[10]周成莉.PBL教学法在急诊科护理教学查房中的应用研究[J].饮食保健,2016,3(19):227-228.
[11]薛金梁,于占营.PBL教学法在护理实习生急诊带教中应用效果分析[J].中国当代医药,2017,24(6):166-168.
[12]黄沂,宁余音.PBL教学法在本科护生急诊临床护理教学中的应用[J].广西中医药大学学报,2016,19(1):139-141.