PBL联合虚拟情境教学法对儿科实习生学习积极性、自主学习能力的影响

目的研究以问题为导向的教学方法(Problem-based Learning,PBL)联合虚拟情境教学法对儿科实习护士学习积极性、自主学习能力的影响。方法将2018年8月—2019年8月中国医科大学附属盛京医院100名儿科实习护士依据随机数字表法分2组,即对照组与观察组,每组50名。对照组进行常规教学方法带教,观察组选用PBL联合虚拟情境教学法教学。对比分析2组实习护士的学习能力。研究2组实习护士的考核成绩。结果观察组自主学习能力、学习积极性、沟通能力及负压能力分数均高于对照组,观察组理论及操作成绩优于对照组,差异具有统计学意义(P<0.05)。结论使用PBL联合虚拟情境教学法教学,能够显著提升儿科实习护士理论及操作掌握并提升其学习积极性及自主学习能力。

Effect of PBL Combined with Virtual Situation Teaching Method on Enthusiasm and Autonomous Learning Ability of Pediatric Trainee Nurses

Objective To study the effect of PBL combined with virtual context teaching method on pediatric practice nurses'learning motivation and autonomous learning ability.Methods From August 2018 to August 2019,100 pediatric intern nurses in our hospital were divided into two groups according to the random number table method,namely the control group and the observation group,with 50 cases in each group.The control group was taught by conventional teaching methods,and the observation group was selected by PBL combined with virtual situation teaching method.Compare and analyze the learning ability of two groups of trainee nurses.Study the assessment results of the two groups of trainee nurses.Results The scores of autonomous learning ability,learning enthusiasm,communication ability and negative pressure ability of the observation group were higher than those of the control group.The theoretical and operational scores of the observation group were better than those of the control group,and the differences were statistically significant(P<0.05).Conclusion Using PBL combined with virtual situational teaching method can significantly improve the theoretical and operational mastery of pediatric internship nurses,and enhance their learning motivation and autonomous learning ability.