情景模拟联合PBL在急诊科护理实习中的应用

目的探讨分析情境模拟联合PBL教学在急诊科护理实习中的应用效果。方法:选择2016年6月至2017年12月在重庆市第十三人民医院急诊科进行实习的护生共122人,根据实习的先后顺序分为对照组(60例)和实验组(62例),对照组护生采用传统授课方法,临床带教与护生的实习时间、授课计划、教学目标、教学进度保持一致。实验组护生根据教学大纲内容和实习要求,采用情景模拟联合PBL的临床教学对实习护生进行教学和管理,比较分析两组护生的综合能力(理论考核+技能操作考核)和评判性思维能力(CTDI-CV中文版量表)。采用SPSS17.0进行卡方检验和t检验。结果:实验组护生的综合能力得分(89.69±7.82)优于对照组(76.86±6.12),实验组护生评判性思维能力得分(290.69±17.83)优于对照组(276.67±18.82);各维度得分组间比较,实验组寻找真相(40.23±5.92)、开放思想(41.92±4.28)、分析能力(43.1235.12)、求知欲(43.42±4.69)均优于对照组(38.88±6.78)、(39.42±6.78)、(41.22±4.86)、(40.45±6.21)],差异具有统计学意义(P<0.05)。结论:情境模拟联合PBL教学能够提升临床实习护生的综合能力,增强其评判性思维能力,提高护生参与学习的自主性和积极性。

Application of situational simulation combined with problem-based learning in nursing interns in Department of Emergency

Objective To investigate the effect of situational simulation combined with problembased learning (PBL) in nursing interns in Department of Emergency. Methods A total of 122 nursing interns in the Department of Emergency in our hospital from June 2016 to December 2017 were selected and divided into control group (n =60) and experimental group (n=62) according to the order of intemship. The interns in the control group were taught with the conventional clinical teaching mode, i.e., the traditional teaching method, and clinical teaching was consistent with the practice time, teaching plan, teaching goal, and teaching progress of nursing interns. The interns in the experimental group were taught with situational simulation combined with PBL, and this clinical teaching mode was used for the teaching and management of nursing interns according to the contents of the syllabus and the requirements for internship. The two groups were compared in terms of comprehensive ability (theoretical assessment + skill operation assessment) and critical thinking ability based on Critical Thinking Disposition Inventory-(Chinese Version (CTDI-CV). All the data were analyzed by SPSS 17.0, t test and chi-square test were used for statistical analysis. Results Compared with the control group, the experimental group had significantly better scores of comprehensive ability (89.69 ± 7.82) vs.(76.86 ± 6.12) and critical thinking ability (290.69 ± 17.83) vs.(276.67 ± 18.82). The comparison of the scores on each dimension showed that compared with the control group, the experimental groups had significantly better scores of truth-seeking (40.23 ± 5.92) vs.(38.88 ± 6.78), P<0.05], open-mindedness (41.92 ± 4.28) vs.(39.42 ± 6.78), P<0.05], analytical tendencies (43.12 ± 5.12) vs.(41.22 ± 4.86), P<0.05], and inquisitiveness (43.42 ± 4.69) vs.(40.45 ± 6.21), P<0.05]. Conclusion Situational simulation combined with PBL can improve the comprehensive ability of clinical nursing interns, enhance their critical thinking ability, and improve their autonomy and enthusiasm to participate in study.