CBS教学法在护理本科生ICU临床实践教学中的应用研究

目的探讨案例教学法(CBS)在护理本科生ICU临床实践教学中的应用效果。方法采用便利抽样法,选择在新疆某三甲医院ICU临床实习的护理本科生为研究对象,以2018年1—6月实习的30名护生为对照组,采用传统教学法;2019年1—6月实习的30名护生为试验组,采用CBS教学法。比较两组护生理论成绩及操作成绩、评判性思维能力量表(CTDI-CV)、问题解决能力问卷得分。结果出科时试验组护生ICU相关理论成绩(85.90±4.92)分,操作成绩(84.20±7.33)分,均高于对照组,两组比较差异有统计学意义(P<0.05);出科时试验组护生CTDI-CV总分(275.83±33.88)分,高于对照组的(229.67±23.52)分,两组得分比较差异有统计学意义(P<0.05)。试验组护生问题解决能力总分(100.73±9.57)分,高于对照组的(87.83±8.12)分,两组得分比较差异有统计学意义(P<0.05)。结论CBS教学法应用于ICU护理本科生临床实践,可促进其专科知识掌握,评判性思维能力、解决临床问题能力以及综合能力的提升。

Effects of CBS teaching method in ICU clinical practice teaching for nursing undergraduates

Objective To explore the effects of Case Based Study(CBS)teaching method in ICU clinical practice teaching for nursing undergraduates.Methods This study selected nursing undergraduates with clinical practice in ICU at a ClassⅢGrade A hospital of Xinjiang as subjects by convenient sampling.A total of 30 nursing students from January 2018 to June 2018 were in control group with the traditional teaching method,and 30 nursing students from January 2019 to June 2019 were in experimental group with the CBS teaching method.This study compared the theoretical achievement and operation performance of nursing students between two groups,and teaching effects were compared with the Chinese Critical Thinking Disposition Inventory(CTDI-CV)and the Problem Solving Scale.Results The after-department ICU related theoretical achievement and operation performance of nursing students in experimental group were(85.90±4.92)and(84.20±7.33)respectively higher than those in control group with statistical differences(P<0.05).The total CTDI-CV scores of nursing students in the experimental group at the time of discharge were(275.83±33.88),which was higher than the control group(229.67±23.52),there was a statistically significant difference between the two groups(P<0.05).The total score of Problem Solving Scale of nursing students in the experimental group was(100.73±9.57),which was higher than that in the control group(87.83±8.12),there was a statistically significant difference between the two groups(P<0.05).Conclusions Application of CBS teaching method in ICU clinical practice for nursing undergraduates can promote the improvement of the specialty knowledge mastery,critical thinking ability,clinical problem solving ability and comprehensive capacity.