以问题为基础的教学法在冠心病监护病房护理继续教育中的应用

目的探讨以问题为基础的学习方法（PBL教学法）提高冠心病监护病房（CCU）护理继续教育中的应用效果。方法选择哈尔滨医科大学附属第二医院心内科CCU护士22名，采用随机抽样原则，按照1：1的比例对其进行随机分组，分为试验组和对照组，各11名。对照组采用传统讲授法；试验组采用PBL教学法。比较2组的成绩。结果试验组和对照组的理论成绩相似，差异无统计学意义（P〉0．05）；试验组的病案分析及护理技能成绩比对照组高，差异有统计学意义[（85±7）分比（82±7）分、（87±8）分比（84±7）分]（P〈0．05）；试验组的日常工作表现（特殊疾病护理能力，突发事件处理能力及临床医生配合能力）及总分评价优于对照组，差异有统计学意义[（22±1）分比（18±1）分、（21±1）分比（20±2）分、（22±1）分比（21±1）分、（87±4）分比（80±3）分]（P〈0．05）。结论采用PBL教学法可提高CCU护士的临床思维。

Application of problem-based learning teaching method for nursing continuing education in coronary care unit

Objective To evaluate the quality of problem-based learning （PBL） teaching method for coronary care unit （CCU） nursing continuing education. Methods The nurses who worked in CCU department were randomized into two groups. Control group had traditional teaching method; PBL group had PBL teaching method. Results There was no significant difference of the theoretical results between two groups （ P 〉 0.05 ）. Compared with control group, the results of case analysis and nursing skills were higher in PBL group [ （ 85 ± 7 ） points vs （ 82 ± 7 ）, （ 87 ± 8 ） scores vs （ 84 ± 7 ） scores] （ P 〈 0.05 ）. The evaluation of performance in daily work and total result was better in PBL group than that in control group [ （ 22 ± 1 ） scores vs （ 18 ± 1 ）, （ 21 ± 1 ） scores vs （ 20 ± 2 ）, （22±1）scoresvs （21±1）seores,（87±4）, vs （80±3）seores]（P〈0.05）. Conclusion The PBLteaching method is effective.