CBL、PBL、TBL三轨联合教学模式在PICU临床护理教学中的应用

目的 探讨以案例为导向（CBL）、以问题为中心（PBL）、以团队为基础（TBL）三轨联合教学模式在PICU临床护理教学中的应用效果。方法 将2018年1月—2019年12月在本院PICU实习的90名大专护生作为研究对象，按照实习时间分成两组，每组45名。对照组护生采用本院PICU常规临床护理教学模式，干预组护生采用CBL、PBL、TBL三轨联合教学模式。实习结束后，对两组护生的理论成绩、操作技能、临床护理综合能力以及教学效果进行比较。结果 实习结束后，干预组护生的理论和操作成绩均明显高于对照组（P <0.05）；干预组护生的临床护理综合能力得分（6.26±0.99）分高于对照组护生的临床护理综合能力得分（4.41±0.89）分，差异有统计学意义（P <0.01）；干预组教学效果优于对照组，差异有统计学意义（P <0.05）。结论 CBL、PBL、TBL三轨联合教学模式可有效提高PICU护生专业理论知识及操作能力，提高护生对临床案例的综合分析能力和思维能力，提高教学质量和效果。

Application of Combined Teaching Mode of CBL,PBL and TBL in Clinical Nursing Teaching of PICU

Objective To explore the effect of case-based learning(CBL),problem-based learning(PBL)and team-based learning(TBL)in the clinical nursing teaching of PICU.Methods From January 2018 to December 2019,90 junior college nursing students in PICU were divided into two groups,45 cases in each group.The Control Group adopted the routine clinical nursing teaching mode of Picu in our hospital,and the intervention group adopted the combined teaching mode of CBL,PBL,TBL.After the practice,the theoretical results,operational skills,comprehensive ability of clinical nursing and teaching effect of the two groups of nursing students were compared.Results After practice,the scores of theory and operation of intervention group were higher than that of Control Group,and the scores of comprehensive ability of clinical nursing of intervention group were(6.26±0.99)points higher than that of Control Group(4.41±0.89)points,the difference was statistically significant(P<0.01),and the effect of intervention group was better than that of Control Group(P<0.05).Conclusion The combined teaching mode of CBL,PBL and TBL can effectively improve the professional theoretical knowledge and operational.bility of nursing students in Picu,improve the comprehensive analysis ability and thinking ability of clinical cases of nursing students,and improve the teaching quality and effect.