两种教学模式在实习护生中对慢性阻塞性肺疾病延续性护理教学的应用探讨
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摘要
目的探讨以临床病例为基础的教学方法(CBL)联合以问题为基础的教学方法(PBL)在实习护生中对慢性阻塞性肺疾病(Chronic obstructive pulmonary disease,COPD)患者延续性护理的质性研究。方法选取2016年6月—2018年5月期间在德阳市人民医院实习的临床护生100例作为研究对象,并按照随机对照方法分为实验组与对照组,每组各50例。对照组的教学形式以幻灯授课(护理查房、业务学习)、床旁指导为主。实验组则采取CBL联合PBL两种教学模式,同时运用QQ、微信平台教学的方法学习相关内容。实习结束后对两组实习护生进行COPD患者延续性护理理论及操作实践的入科、出科考核。评价两种教学方法对实习护生掌握延续护理能力的影响以及实习护生对教学的满意度。同时选取德阳市人民医院呼吸内科确诊的COPD患者100例,将自愿参与该科研项目的 50例患者作为实验组,随机抽查COPD稳定期患者50例作为对照组,评价两组患者同期生活质量及复住院率、复门诊率。结果实习结束后实验组护生的教学满意度以及延续性护理理论考试成绩均优于对照组护生,差异有统计学意义(P <0. 05)。实验组患者复住院率及复诊率低于对照组,差异有统计学意义(P <0. 05);呼吸疾病量表(SGRQ)中呼吸症状、活动受限、疾病影响与对照组比较差异明显,有统计学意义(P <0. 05)。结论 CBL联合PBL教学模式优于传统教学模式,更有利于实习护生学习和能力提升,提高教学满意度。
Objective To explore the qualitative research on continuiting nursing of Chronic obstructive pulmonary disease(COPD) among nursing students in CBL(Case Study Based Learning) teaching method and PBL(Problem-Based Learning) teaching method. Method Selecting 100 clinical nursing students who were practicing in the hospital from June,2016 to May,2018 were regarded as research objects,and they were divided into experimental group and control group according to randomized control methods.The teaching forms of the control group were taught in slides(Nursing rounds,Business learning) and bedside guidance. The experimental group adopts the joint CBL and PBL teaching modes,and uses QQ and Wechat platform teaching methods to learn relevant content. After the end of the internship,intern nurses of two groups performed the continuity nursing theory and operational practice of COPD patients for admission and examination. Effect of two teaching methods on practice nurses grasping continuing nursing ability and the satisfaction of practice nurses on teaching were evaluated. One hundred patients with COPD diagnosed in the department were selected. Among them,50 patients who voluntarily participated in the research project on the basis of informed consent were divided into experimental group. 50 patients with COPD in stable stage were randomly selected as control group. And quality of life,re-hospitalization rate and rehabilitation clinic rate of two groups were evaluated. Restults After the end of the internship,both the teaching satisfaction of the nursing students in the experimental group and the continuing nursing theory examination were better than those in the control group. There was statistically significant difference(P < 0. 05). The rehospitalization rate and return visit rate of lower than those in the control group. There was statistically significant difference(P < 0. 05). There was significant difference in respiratory symptons,activity restrictione and disease influence of two groups,with significantly statistical difference(P < 0. 05). Conclusion The combination of CBL and PBL teaching mode is better than traditional teaching mode,which is more conducive to intern nurse students to enhance their learning and ability,and improve teaching satisfaction.
Objective To explore the qualitative research on continuiting nursing of Chronic obstructive pulmonary disease(COPD) among nursing students in CBL(Case Study Based Learning) teaching method and PBL(Problem-Based Learning) teaching method. Method Selecting 100 clinical nursing students who were practicing in the hospital from June,2016 to May,2018 were regarded as research objects,and they were divided into experimental group and control group according to randomized control methods.The teaching forms of the control group were taught in slides(Nursing rounds,Business learning) and bedside guidance. The experimental group adopts the joint CBL and PBL teaching modes,and uses QQ and Wechat platform teaching methods to learn relevant content. After the end of the internship,intern nurses of two groups performed the continuity nursing theory and operational practice of COPD patients for admission and examination. Effect of two teaching methods on practice nurses grasping continuing nursing ability and the satisfaction of practice nurses on teaching were evaluated. One hundred patients with COPD diagnosed in the department were selected. Among them,50 patients who voluntarily participated in the research project on the basis of informed consent were divided into experimental group. 50 patients with COPD in stable stage were randomly selected as control group. And quality of life,re-hospitalization rate and rehabilitation clinic rate of two groups were evaluated. Restults After the end of the internship,both the teaching satisfaction of the nursing students in the experimental group and the continuing nursing theory examination were better than those in the control group. There was statistically significant difference(P < 0. 05). The rehospitalization rate and return visit rate of lower than those in the control group. There was statistically significant difference(P < 0. 05). There was significant difference in respiratory symptons,activity restrictione and disease influence of two groups,with significantly statistical difference(P < 0. 05). Conclusion The combination of CBL and PBL teaching mode is better than traditional teaching mode,which is more conducive to intern nurse students to enhance their learning and ability,and improve teaching satisfaction.
引文
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[8]张本,张嫒,刘衡川,等.成都市社区慢性阻塞性肺疾病患者卫生服务利用及其影响因素分析[J].四川大学学报:医学版,2007,38(2):316-320.
[9]夏玉兰,李小莉,刘雨村,等.延续护理对COPD患者生活质量的影响[J].重庆医学,2015,44(21):3020-3021.
[10]VAN Walraven C,OAKE N,JENNINGS A,et al.The association between continuity of care and outcomes:a systematic and critical review[J].Journal of Evaluation in Clinical Practice,2010(16):947-956.
[11]POPEJOY L L,MOYLAN K,GALAMBOS C.A review of discharge planning research of older adults 1990-2008[J].Western Journal of Nursing Research,2009,31(7):923-947.
[12]毛惠娜,刘雪琴.出院患者延续护理模式的探讨[J].护理研究,2005,19(14):1294-1295.
[13]盛荣,王世英,沈锡珊,等.延续护理在出院糖尿病患者中的应用[J].解放军护理杂志,2009,26(20):6-7.
[2]KADRI H M,AL-MOAMARY M S,VAN der Vleuten C.Students'and teachers'perceptions of clinical assessment program:a qualitativestudy in a PBL curriculum[J].BMC Res Notes,2009(2):263.
[3]中华医学会呼吸病学会慢性阻塞性肺疾病学组.COPD诊治指南(2007年修订版)[J].继续医学教育,2007,21(2):31-42.
[4]赵戎蓉,吴瑛,金宁宁,等.护士核心胜任力界定工具的编制和评价研究冲华护理杂志[J].2008,43(6):485-489.
[5]吴双伟,陈冬娥,田敏.中专实习实施健康教育的影响因素分析及对策[J].中华护理教育,2003,1(2):79-81.
[6]汤维娟,孙菲,王毅欣,等.跨机构的连续性照护模式的研究进展[J].护理研究,2011,25(3):572-574.
[7]付伟,李萍,钟银燕.延续性护理研究综述[J].中国实用护理杂志,2010,26(4):27-30.
[8]张本,张嫒,刘衡川,等.成都市社区慢性阻塞性肺疾病患者卫生服务利用及其影响因素分析[J].四川大学学报:医学版,2007,38(2):316-320.
[9]夏玉兰,李小莉,刘雨村,等.延续护理对COPD患者生活质量的影响[J].重庆医学,2015,44(21):3020-3021.
[10]VAN Walraven C,OAKE N,JENNINGS A,et al.The association between continuity of care and outcomes:a systematic and critical review[J].Journal of Evaluation in Clinical Practice,2010(16):947-956.
[11]POPEJOY L L,MOYLAN K,GALAMBOS C.A review of discharge planning research of older adults 1990-2008[J].Western Journal of Nursing Research,2009,31(7):923-947.
[12]毛惠娜,刘雪琴.出院患者延续护理模式的探讨[J].护理研究,2005,19(14):1294-1295.
[13]盛荣,王世英,沈锡珊,等.延续护理在出院糖尿病患者中的应用[J].解放军护理杂志,2009,26(20):6-7.