PBL结合PGS在儿科护理教学中的应用效果评价

目的运用问题式教学(PBL)结合以过程为导向的小组督导法(PGS),充分发挥护生的主观能动性,对儿科实习护生进行全程措施干预,达到提高护生的实习质量及对儿科教学的满意度。方法将2018年1-9月在儿科实习4周的护生65名随机分成实验组32名和对照组33名。对照组按护生儿科实习大纲,采用一对一传统带教模式,实验组在一对一的带教模式基础上,加入PBL结合PGS的护理教学模式,比较两组理论考试成绩、操作技能考试成绩、护生教学满意度。结果观察组的理论考核及护生教学满意度均显著高于对照组(P<0.05)、护理技能操作考核成绩差异无统计学意义(P>0.05)。实验组护生对PBL结合PGS的护理教学形式认同度较高。结论运用问题式教学结合以过程为导向的小组督导法,对儿科实习护生进行全程措施干预,不仅可降低因带教老师能力差异而造成的教学质量差异性,而且提高了护生的沟通能力,显著提高儿科护理临床带教质量及护生对教学的满意度,达到教学相长。

Effect Evaluation of PBL Combined with PGS in Pediatric Nursing Teaching

Objective To use problem-based teaching(PBL) combined with process-oriented group supervision(PGS) to give full play to the subjective initiative of nursing students, and to implement full-process interventions for pediatric internship nurses to improve the quality of internship and satisfaction with pediatrics teaching. Methods A total of 65 nursing students who had been in pediatrics for 4 weeks from January to September 2018 were randomly divided into 32 cases in the experimental group and 33 cases in the control group. The control group used the one-to-one traditional teaching mode based on the pediatric practice outline of the nursing students. The experimental group added the PBL and PGS nursing teaching model based on the one-to-one teaching mode to compare the theoretical test scores and operational skills tests grades, teaching satisfaction of nursing students of the two groups. Results The theoretical assessment and nursing satisfaction of the observation group were significantly higher than those of the control group(P<0.05), and the nursing skill operation assessment scores difference were not statistically significant(P>0.05). Nursing students in the experimental group had a high degree of recognition of the nursing teaching form of PBL and PGS. Conclusion The use of problem-based teaching combined with a process-oriented group supervision method to intervene in the whole process of pediatric internship nursing students can not only reduce the difference in teaching quality caused by the difference in the ability of teaching teachers,but also improve the communication ability of nursing students, significantly improve the quality of pediatric nursing clinical teaching and nursing students’ satisfaction with teaching to achieve teaching excellence.