目标教学结合Roy适应式情景教学在急诊科护理教学中的应用研究

目的 探讨目标教学结合Roy适应式情景教学在急诊科护理教学中的应用效果。方法 将分配到空军军医大学第一附属医院西京医院急诊科实习的护生110人作为研究对象，按进科先后顺序分为对照组和观察组，每组55人。对照组采用传统教学，观察组采用目标教学结合Roy适应式情景教学。评估两组实习护生情景模拟演练考核成绩和急诊急救能力。采用SPSS 22.0进行t检验和卡方检验。结果 观察组实习护生情景模拟演练考核教学目标，理论知识目标、技能目标、态度目标考核平均成绩分别为（9.09±1.21）分、（13.98±1.87）分、（9.32±0.95）分，对照组理论知识目标、技能目标、态度目标考核平均成绩分别为（8.41±1.17）分、（12.43±1.72）分、（8.72±0.83）分，观察组教学目标（理论知识目标、技能目标、态度目标）的掌握程度均优于对照组，差异有统计学意义（P<0.05）。观察组实习护生急诊急救能力优于对照组，差异有统计学意义（P<0.05）。结论 目标教学结合Roy适应式情景教学应用于急诊科护理教学，有助于提升实习护生的理论和实践技能，有助于培养实习护生的急诊急救能力。

Application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching

Objective To investigate the application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching.Methods A total of 110 nursing students who were assigned to Emergency Department of Xijing Hospital, The First Affiliated Hospital of Air Force Medical University, as interns were selected and divided into control group and observation group according to the order of admission, with 55 students in each group. The students in the control group received traditional teaching, while those in the observation group received objective-based teaching combined with Roy adaptive situational teaching. The two groups were evaluated in terms of the assessment score of situational simulation and the ability for emergency medicine and treatment. SPSS 22.0 was used to perform the t-test and the chi-square test.Results For the nursing students in the observation group, the mean scores of theoretical knowledge objective, skill objective, and attitude objective were (9.09±1.21) points, (13.98±1.87) points, and (9.32±0.95) points, respectively, and for those in the control group, the mean scores of these objectives were (8.41±1.17) points, (12.43±1.72) points, and (8.72±0.83) points, respectively, suggesting that compared with the control group, the observation group had a significantly higher mastery degree of the teaching objectives (theoretical knowledge objective, skill objective, and attitude objective) (P < 0.05). The observation group had significantly better abilities for emergency medicine and treatment than the control group (P < 0.05).Conclusion Objective-based teaching combined with Roy adaptive situational teaching can be used in emergency nursing teaching and may help to improve the theoretical and practical skills of nursing students and cultivate the abilities for emergency medicine and treatment.