“4C”教学联合Gibbs反思循环在泌尿外科临床护理教学中的应用研究

目的 将“4C”教学和Gibbs反思循环联合应用于泌尿外科护理临床教学并探讨教学效果。方法 选取在广州医科大学附属第一医院泌尿外科实习的68名护生作为研究对象。采用抽签法确定试验组35名护生进入二、三病区,对照组33名护生进入一、四病区。试验组护生通过“4C”教学联合Gibbs反思循环进行临床教学,包括联系、概念、实用练习和总结4个教学步骤,并定期召开反思讨论会。对照组护生采用传统教学,涵盖入科教育、集中理论培训、操作示范和出科考核等内容。实习结束后,比较两组护生的自我导向学习能力、护理岗位胜任力、理论成绩和操作成绩。采用SPSS 23.0进行t检验。结果 实习结束后试验组和对照组护生的自我导向学习能力得分分别为（227.37±12.91）分和（207.09±16.27）分;护理岗位胜任力得分分别为（156.66±12.49）分和（138.06±17.23）分。试验组护生的自我导向学习能力（t=5.71,P<0.001）、护理岗位胜任力（t=5.12,P<0.001）、理论成绩（t=3.03,P=0.004）和操作成绩（t=4.88,P<0.001）均高于对照组,差异均有统计学意义。结论 “4C”教学联合Gibbs反思循环可有效提高护生的自我导向学习能力和护理岗位胜任能力,帮助护生更好地掌握理论和专科技能。

Application of "4C" teaching method combined with Gibbs'' reflective cycle in clinical nursing teaching in urology

Objective To investigate the effects of applying the "4C" teaching method combined with the Gibbs'' reflective cycle to clinical nursing teaching in the department of urology.Methods A total of 68 nursing students who practiced in the urology department of our hospital were divided using a lottery method into experimental group (n=35, entering the second and third wards for internship) and control group (n=33, entering the first and fourth wards). The experimental group was taught using the "4C" teaching method combined with the Gibbs'' reflective cycle, including four teaching steps (connection, concept, concrete practice, and conclusion) and regular reflective discussions. The control group received traditional teaching, which covered entrance education, centralized theoretical training, skills demonstration, and exit assessment. At the end of internship, the two groups were compared in terms of self-directed learning ability, nursing competency, and theoretical and practical scores. SPSS 23.0 was used to perform the t test.Results The self-directed learning scores of the experimental group and the control group were (227.37±12.91) and (207.09±16.27), respectively. The nursing competency scores were (156.66±12.49) and (138.06±17.23), respectively. The experimental group was significantly superior to the control group in self-directed learning ability (t=5.71, P<0.001), nursing competency (t=5.12, P<0.001), theoretical score (t=3.03, P=0.004), and practical score (t=4.88, P<0.001).Conclusions The "4C" teaching method combined with the Gibbs'' reflective cycle can effectively improve nursing students'' self-directed learning ability and nursing competency, and help them better master knowledge and skills.