改进教学法应用于哮喘疾病护理带教的研究
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摘要
目的探讨改进教学法应用于呼吸内科护理带教的价值。方法选取2017年大学本科三年级100名护生为研究对象,将所有护生分为常规组和观察组,每组50例,常规组实施常规呼吸内科护理带教学方法,观察组实施常规内科护理带教学中改进教学方法,教学中以实验性哮喘小鼠为具体教学对象。结果 (1)经过3个月教学后,观察组护生的理论知识成绩是(93.5±2.3)分,常规组护生的理论知识成绩是(80.5±1.6)分,观察组高于常规组,比较差异有统计学意义(P <0.05)。(2)经过3个月教学后,观察组护生的操作实践成绩是(94.6±3.9)分,常规组护生的操作实践成绩是(81.6±2.6)分,观察组高于常规组,比较差异有统计学意义(P <0.05)。(3)常规组50名护生综合护理技能优良率是76.00%;观察组50名护生综合护理技能优良率是98.00%,常规组低于观察组,比较差异有统计学意义(P <0.05)。(4)常规组护生对本次教学的满意度是74.00%,常规组护生对本次教学的满意度是96.00%,常规组低于观察组,比较差异有统计学意义(P <0.05)。结论呼吸内科护理带教学中改进教学法去除传统的教学模式,提高了护生的实践性和理论性,有效帮助护生获得更多的临床经验,发挥教学双方的积极性和创造性,同时也能进一步提高护生的带教满意度。
Objective To explore the value of improved teaching method in the teaching of respiratory medicine. Methods 100 nurse students in grade three of 2017 were selected as the subjects. All the nurses were divided into the routine group and the observation group, with 50 cases in each group. The routine group implemented the teaching methods of the conventional respiratory medicine nursing belt. The observation group implemented the teaching method in the routine medical nursing belt teaching. The experimental asthma mice were used as the tool. Results(1) After 3 months of teaching, the theoretical knowledge of the nurses in the observation group was(93.5±2.3) points, and the theoretical knowledge of the nurses in the regular group was(80.5±1.6) points. The observation group was significantly higher than the conventional one, there was significant difference(P < 0.05).(2) After 3 months of teaching, the practice results of the nurses in the observation group were(94.6±3.9) points, and the practice results of the nurses in the regular group were(81.6±2.6) points. The observation group was significantly higher than the regular group, there was significant difference(P < 0.05).(3) The excellent rate of comprehensive nursing skills of 50 nurses in the routine group was 76.00%; the excellent rate of comprehensive nursing skills of 50 nurses in the observation group was 98.00%, and the conventional group was significantly lower than the observation group, there was significant difference(P < 0.05).(4) The satisfaction of the regular group of nurses to this teaching was 74.00%, the satisfaction of the regular group of nurses to this teaching was 96.00%, the conventional group is significantly lower than the observation group, there was significant difference(P < 0.05). Conclusion The improved teaching method in the teaching of respiratory medicine nursing removes the traditional teaching mode, improves the practicality and the theory of nurse students, effectively helps nurse students to gain more clinical experience, and exerts the enthusiasm and creativity of both sides of teaching, further improve the teaching satisfaction of nurse students.
Objective To explore the value of improved teaching method in the teaching of respiratory medicine. Methods 100 nurse students in grade three of 2017 were selected as the subjects. All the nurses were divided into the routine group and the observation group, with 50 cases in each group. The routine group implemented the teaching methods of the conventional respiratory medicine nursing belt. The observation group implemented the teaching method in the routine medical nursing belt teaching. The experimental asthma mice were used as the tool. Results(1) After 3 months of teaching, the theoretical knowledge of the nurses in the observation group was(93.5±2.3) points, and the theoretical knowledge of the nurses in the regular group was(80.5±1.6) points. The observation group was significantly higher than the conventional one, there was significant difference(P < 0.05).(2) After 3 months of teaching, the practice results of the nurses in the observation group were(94.6±3.9) points, and the practice results of the nurses in the regular group were(81.6±2.6) points. The observation group was significantly higher than the regular group, there was significant difference(P < 0.05).(3) The excellent rate of comprehensive nursing skills of 50 nurses in the routine group was 76.00%; the excellent rate of comprehensive nursing skills of 50 nurses in the observation group was 98.00%, and the conventional group was significantly lower than the observation group, there was significant difference(P < 0.05).(4) The satisfaction of the regular group of nurses to this teaching was 74.00%, the satisfaction of the regular group of nurses to this teaching was 96.00%, the conventional group is significantly lower than the observation group, there was significant difference(P < 0.05). Conclusion The improved teaching method in the teaching of respiratory medicine nursing removes the traditional teaching mode, improves the practicality and the theory of nurse students, effectively helps nurse students to gain more clinical experience, and exerts the enthusiasm and creativity of both sides of teaching, further improve the teaching satisfaction of nurse students.
引文
[1]张红英.神经内科临床护理带教中PBL教学法的应用研究[J].继续医学教育,2017,31(4):44-45.
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[9]王苒,武沛佩,周学欣,等.医学生医患沟通技能培养在临床实习教学中应用的研究[J].临床肺科杂志,2018,23(2):368-369.
[10]史大宝,吴绮,王芳.LBL联合PBL教学法在呼吸内科临床带教中的应用[J].中西医结合护理(中英文),2018,4(4):167-170.
[11]谭春苗,周向东,陈晓梅,等.基于医护合作的移动教学模式对护生临床实践能力的影响[J].解放军护理杂志,2018,35(8):65-68.
[12]张曼华. PBL教学法在医院呼吸科临床带教中的应用效果研究[J].中国卫生产业,2018,15(13):98-99.
[13]袁娟.网络环境下PBL教学法在内科护理学实践教学中的应用[J].西部素质教育,2017,3(15):211.
[14]吴安琪,李爱丽,马晓媛,等.标准化患者结合以问题为基础的教学法在内科护理实习教学中的应用研究[J].检验医学与临床,2017,14(4):592-594.
[15]赵月玲.以问题为基础的学习教学模式在临床护生带教中的应用研究进展[J].首都食品与医药,2018,25(14):7-8.
[2]杨科金.临床路径式教学法在心内科护理带教中的应用[J].浙江医学教育,2017,16(5):13-15.
[3]彭章丽. PBL+CBL+导师制教学法在呼吸内科临床带教中的应用价值研究[J].当代医药论丛,2018,16(1):215-216.
[4]欧阳丽娜. PBL教学法在神经内科临床护理中的应用[J].中国继续医学教育,2017,9(23):21-23.
[5]薛少芳,高云珠,叶小燕.目标教学在普外科护理带教中的应用价值分析[J].中外医学研究,2017,15(16):72-73.
[6]朱晓旭. PDCA循环系统在呼吸内科护理教学中的应用探讨[J].中国卫生产业,2017,14(33):5-6.
[7]应少聪.微视频结合情景模拟教学法在护理实习生临床带教中的应用[J].卫生职业教育,2018,36(4):84-85..
[8]马爱红,李继龙.再谈基层医院在内科护理带教中应用临床教学路径的心得体会[J].内蒙古中医药,2017,36(1):65-66.
[9]王苒,武沛佩,周学欣,等.医学生医患沟通技能培养在临床实习教学中应用的研究[J].临床肺科杂志,2018,23(2):368-369.
[10]史大宝,吴绮,王芳.LBL联合PBL教学法在呼吸内科临床带教中的应用[J].中西医结合护理(中英文),2018,4(4):167-170.
[11]谭春苗,周向东,陈晓梅,等.基于医护合作的移动教学模式对护生临床实践能力的影响[J].解放军护理杂志,2018,35(8):65-68.
[12]张曼华. PBL教学法在医院呼吸科临床带教中的应用效果研究[J].中国卫生产业,2018,15(13):98-99.
[13]袁娟.网络环境下PBL教学法在内科护理学实践教学中的应用[J].西部素质教育,2017,3(15):211.
[14]吴安琪,李爱丽,马晓媛,等.标准化患者结合以问题为基础的教学法在内科护理实习教学中的应用研究[J].检验医学与临床,2017,14(4):592-594.
[15]赵月玲.以问题为基础的学习教学模式在临床护生带教中的应用研究进展[J].首都食品与医药,2018,25(14):7-8.
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