文献类型：期刊文献

中文题名：PBL结合情景教学法在外科护理学实训教学中的应用

英文题名：Application of PBL and Situational Teaching Method to Practical Training of Surgical Nursing

作者：崔宇红[1];许瑞[1]

第一作者：崔宇红

机构：[1]甘肃中医学院

第一机构：甘肃中医药大学

年份：2014

卷号：27

期号：5

起止页码：57

中文期刊名：西部中医药

外文期刊名：Western Journal of Traditional Chinese Medicine

收录：CSTPCD

基金：甘肃省教育科学"十一五"规划项目[编号GS(2010)GX072];教育厅第二批科研项目(编号1006B-05)

语种：中文

中文关键词：护理学生;临床护理;情景模拟;PBL教学方法

外文关键词：nursing students;clinical nursing;situation simulation;PBL teaching method

摘要：目的:探讨以问题为中心的教学方法(PBL)结合情景模拟教学法在外科护理实训教学中的效果和作用。方法:选取2012年9月至2013年12月开设外科护理学实训教学的护理学专业学生共392名,以班级为单位随机分为观察组和对照组各196名,对照组应用传统教学方法进行实训教学,观察组应用PBL结合情景模拟教学法进行实训教学,比较2组的教学效果。结果:2组护理学生在实训结束后,理论考核成绩与技能操作成绩分别为(91.79±5.33)分、(93.78±3.53)分和(84.22±5.36)分、(86.15±5.65)分,观察组学生成绩显著提高,2组比较差异有统计学意义(P<0.05);问卷指标比较,观察组在学习兴趣与效率、提高自主学习能力、获取知识主动性、语言表达能力、临床思维锻炼、教学满意度、实际问题解决能力及师生互动等方面均优于对照组(P<0.05)。结论:PBL与情景模拟结合的教学法可提高临床护理实训教学的质量,有助于培养学生的综合能力。
Objective： To explore the effects and the functions of problem-based learning （PBL） combined with situational teaching method in the practical training of surgical nursing. Methods： All 392 students majored in nursing were chosen and practical training of surgical nursing was opened for them from September, 2012 to December, 2013. All of the students were randomly divided into the observation group and the control group according to the class, the control group accepted practical training by traditional teaching method, the observation group were taught by PBL and situational teaching method, teaching effects of both groups were compared. Results： By the end of practical training, theoretical scales and skill scales were （91.79＆#177;5.33）, （93.78＆#177;3.53） and （84.22＆#177; 5.36）, （86.15＆#177;5.65）, the scales of the students in the observation group were improved evidently, the difference showed statistical meaning （P＆lt;0.05）; the observation group was superior to the control group in the interests and efficiency, improving autonomic learning ability, the initiative of acquiring the knowledge, language competence, clinical thinking practice, teaching satisfactory degree, the solution to practical problems and teacher-student interaction （P＆lt;0.05）. Conclusion： The combination of PBL and situational teaching method could improve practical training quality of clinical nursing, and they are helpful to cultivate general ability of the students.