摘要
目的 探讨对分课堂联合PBL教学法在胸外科新入职护士护理教学中的应用效果。方法 选取滨州医学院烟台附属医院2021年7月—2022年7月胸外科新入职的80名护士作为研究对象,根据护士入职先后顺序将2021年7月—2022年1月入职的40名护士作为对照组,将2022年2月—2022年7月入职的40名护士作为观察组。对照组实施常规教学模式,观察组实施对分课堂+PBL教学模式。两组均教学1个月。比较两种教学方式对胸外科新入职护士理论和操作考核成绩、评判思维能力以及综合素质的影响。结果 培训后,观察组的理论及操作考试得分分别为(45.26±2.72)分、(45.16±1.89)分,均高于对照组的(41.14±1.90)分、(40.20±3.07)分,差异有统计学意义(P <0.05)。培训后,观察组评判性思维能力量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评分中的寻求真相[(42.26±3.14)分]、开放思想[(42.97±3.64)分]、分析能力[(44.96±1.28)分]、系统能力[(41.87±2.97)分]、评判性思维的信心[(41.82±2.59)分]、求知欲[(42.79±2.82)分]、认知成熟度[(43.74±2.64)分]评分高于对照组[(39.04±2.69)分、(39.56±3.28)分、(40.76±2.69)分、(36.42±3.54)分、(35.64±2.79)分、(39.56±3.28)分、(35.91±2.28)分],差异均有统计学意义(P <0.05)。培训后,观察组临床迷你演练评估表(Mini-Clinical Evaluation Exercise,Mini-CEX)评分中的护理问诊[(8.97±0.32)分]、护理查体[(8.21±0.21)分]、护理诊断[(7.99±0.19)分]、护理措施[(8.26±0.74)分]、健康咨询[(8.75±0.69)分]、人文关怀[(8.26±0.94)分]、组织效能[(8.12±0.64)分]、整体评价[(8.36±0.27)分]得分高于对照组[(7.21±0.42)分、(5.87±0.69)分、(6.17±0.41)分、(6.28±0.63)分、(6.24±0.64)分、(7.12±0.63)分、(7.01±0.34)分、(7.34±0.42)分],差异均有统计学意义(P <0.05)。结论 对胸外科新入职护士的护理教学中应用对分课堂联合PBL教学法能够有效提高其理论和操作考核成绩,同时提高其对护理工作的评判思维能力以及综合素质。
Objective To explore the application effect of the teaching mode of split classroom combined with PBL teaching method in the nursing teaching of newly hired nurse in the department of thoracic surgery.Methods A total of 80 newly hired nurses from the department of thoracic surgery of Yantai Affiliated Hospital of Binzhou Medical University from July 2021 to July 2022 were selected as the research objects,and 40 nurses who were hired from July 2021 to January 2022 were selected as the control group,and 40 nurses who were hired from February 2022 to July 2022 were selected as the observation group according to the entry order of nurses.The control group implemented the conventional teaching mode,and the observation group implemented the split classroom combined with PBL teaching mode.Both groups were taught for 1 month.The influence of the two teaching methods on the theoretical and operational assessment results,critical thinking ability and comprehensive quality of new hired nurses in thoracic surgery were compared.Results After training,the theoretical and operational test scores of the observation group were(45.26±2.72)points and(45.16±1.89)points,respectively,which were higher than those of the control group[(41.14±1.90)points and(40.20±3.07)points],and the differences were statistically significant(P<0.05).After training,the scores of critical thinking disposition inventory-Chinese version(CTDI-CV)such as truthseeking[(42.26±3.14)points],open-minded[(42.97±3.64)points],analytical ability[(44.96±1.28)points],systematic ability[(41.87±2.97)points],critical thinking confidence[(41.82±2.59)points],thirst for knowledge[(42.79±2.82)points]and cognitive maturity[(43.74±2.64)points]of the observation group were higher than those of the control group[(39.04±2.69)points,(39.56±3.28)points,(40.76±2.69)points,(36.42±3.54)points,(35.64±2.79)points,(39.56±3.28)points,(35.91±2.28)points],the differences were statistically significant(P<0.05).After training,the scores of mini-clinical evaluation exercise(Mini-CEX)such as nursing consultation[(8.97±0.32)points],nursing physical examination[(8.21±0.21)points],nursing diagnosis[(7.99±0.19)points],nursing measures[(8.26±0.74)points],health consultation[(8.75±0.69)points],humanistic care[(8.26±0.94)points],organizational effectiveness[(8.12±0.64)points],overall evaluation[(8.36±0.27)points]of the observation group,were higher than those of the control group[(7.21±0.42)points,(5.87±0.69)points,(6.17±0.41)points,(6.28±0.63)points,(6.24±0.64)points,(7.12±0.63)points,(7.01±0.34)points,(7.34±0.42)points],the differences were statistically significant(P<0.05).Conclusion The application of split classroom combined with PBL teaching mode in the nursing teaching of newly hired nurse in the department of thoracic surgery can effectively improve their theoretical and operational examination results,and improve their critical thinking ability and comprehensive quality of nursing work.
作者
曲利
潘霞
QU Li;PAN Xia(Department of Thoracic Surgery,Yantai Affiliated Hospital of Binzhou Medical University,Yantai Shandong 264100,China;Department of Gynecology,Yantai Affiliated Hospital of Binzhou Medical University,Yantai Shandong 264100,China)
出处
《中国继续医学教育》
2024年第10期81-87,共7页
China Continuing Medical Education
关键词
对分课堂
PBL教学模式
胸外科
新入职护士
护理教学
评判思维能力
split classroom
PBL teaching mode
thoracic surgery
newly hired nurse
nursing teaching
critical thinking ability
