PBL教学模式在急诊科新护士培训中的应用价值

目的 探讨PBL教学模式在急诊科新护士培训中的应用价值.方法 以海口市中医医院2011年9月～2012年3月新进急诊科的28名护士为研究对象,按照1∶1比例随机分为两组,每组各14例,对照组给予传统教学模式进行培训,观察组给予PBL教学模式进行培训,对两组患者培训效果进行比较.结果 观察组新护士评判性思维能力总评分及各能力评分均明显高于对照组,差异有统计学意义（P＜ 0.05）;且培训后,对照组护士理论考试评分（80.23±4.39）分]明显低于观察组的理论考试评分（94.36±6.45）分],差异有统计学意义（P＜ 0.05）;观察组总体满意度为100.00％,明显高于对照组的78.57％（P＜ 0.05）.结论 PBL教学模式可明显提高急诊科新入科护士评判性思维能力及理论知识掌握程度,值得临床推广和应用.

Application value of PBL teaching model for the new nurse training in Emergency Department

Objective To study the application value of PBL teaching model for the new nurse training in Emergency Department. Methods 28 nurses who were enrolled in Haikou Hospital of Traditional Chinese Medicine from September 2011 to March 2012 were divided into the control group and observation group randomly （1：1 ration）, each group had 14 cases. The control group was given the traditional teaching model for training, and the observation group was given the PBL teaching modal for training. The training effects of the two groups were analyzed statically. Results The total score of critical thinking ability and the score of each ability in the observation group were all significantly higher than those in the control group （P 〈 0.05）. After training, the score of theoretical test （80.23±4.39） points] in the control group was significantly lower than it in the observation group （94.36±6.45） points] （P 〈 0.05）. The overall satisfaction degree in the observation group （100.00%） was significantly higher than it in the control group （78.57%） （P 〈 0.05）. Conclusion The PBL teaching model can significantly improve the critical thinking ability and master degree of theoretical knowledge for new nurses in Emergency Department, and it should be applied in clinical working.