基于建构主义理论的改良式“三明治”教学在神经内科实习护生中的应用

目的 探讨基于建构主义理论的改良式“三明治”教学法在神经内科实习护生中的应用效果。方法 选取2020年6月至2021年5月在中国科学技术大学附属第一医院（安徽省立医院）神经内科实习的29名护理实习生为对照组，采用常规临床护理教学；选取2021年6月至2022年5月实习的28名护理实习生为观察组，采用建构主义理论的改良式“三明治”教学。出科前，对两组护生的学习积极主动性得分、理论考试、操作考核和护理查房汇报成绩等教学效果进行比较。采用SPSS 25.0进行 t 检验和卡方检验。结果 观察组护生学习驱动力、学习目标、深入学习、控制学习、扎实学习各维度评分以及总分均高于对照组，差异有统计学意义（P<0.05）。两组护生出科理论考试成绩（89.11±3.58） vs. （88.97±2.74）]和操作考核成绩（93.79±2.48） vs. （93.86±2.20）]，差异无统计学意义（P>0.05）；观察组护理查房成绩（88.61±2.60） vs. （83.38±3.97）]高于对照组，差异具有统计学意义（P<0.05）。结论 基于建构主义理论的改良式“三明治”教学法可提升神经内科实习护生的学习积极性和综合分析能力，适合神经内科临床护理教学，值得推广应用。

Application of the modified sandwich teaching method based on constructivism theory in clinical teaching of neurology nursing interns

Objective To explore the application effect of the modified sandwich teaching method based on constructivism theory in clinical teaching of neurology nursing interns.Methods A total of 29 nursing interns who practiced in the Department of Neurology of the First Affiliated Hospital of University of Science and Technology of China (Anhui Provincial Hospital) from June 2020 to May 2021 were selected as the control group, using the conventional clinical nursing teaching method, and 28 nursing interns who practiced from June 2021 to May 2022 were selected as the observation group, using the modified sandwich teaching method based on constructivism theory. Before graduating from the Department of Neurology, nursing interns in the two groups were compared in terms of the teaching effects, such as the score of learning initiative, theoretical examination, operation examination, and nursing round report. SPSS 25.0 was used for t test and chi-square test.Results The score for each dimension (learning driving force, learning objectives, in-depth learning, controlled learning, and solid learning) and total score in the observation group were significantly higher than those in the control group (P<0.05). There was no significant difference between the two groups in the scores of theoretical examination and operation examination (89.11±3.58 vs. 88.97±2.74, 93.79±2.48 vs. 93.86±2.20; P>0.05); the scores of nursing rounds in the observation group were significantly higher than those in the control group (88.61±2.60 vs. 83.38±3.97, P<0.05).Conclusions The modified sandwich teaching method based on constructivism theory can enhance the learning initiative and comprehensive analysis ability of nursing interns in the Department of Neurology. It is suitable for clinical nursing teaching in the Department of Neurology and is worth popularizing.