基于“互联网+”的案例教学法联合OSCE在肾内科护生带教中的应用

目的 观察基于“互联网+”的案例教学法联合客观结构化临床考试（objective structured clinical examination,OSCE）对肾内科实习护生的临床实际工作能力及教学满意度的影响。方法 选择2021年1月至2022年6月于南京医科大学第一附属医院肾内科实习的60名护生作为研究对象,按随机数字表法分为观察组与对照组,各30例。观察组采用基于“互联网+”的案例教学联合OSCE,对照组采取传统带教。带教结束后比较两组护生的临床实际工作能力及对教学的满意度。使用SPSS 25.0统计学软件进行独立样本t检验。结果 培训带教4周后,观察组临床思维能力,病情观察评估能力,专业知识点掌握,规范的动手能力,表达沟通能力、应变处理能力、人文关怀及素养,总分均高于对照组（29.84±3.52）分 vs. （25.67±3.36）分、（5.81±1.52）分 vs. （4.34±1.67）分、（17.93±2.24）分 vs. （15.52±2.05）分、（25.72±2.73）分 vs. （22.17±2.56）分、（4.18±0.75）分 vs. （3.56±0.69）分、（83.48±6.67）分 vs. （71.26±7.05）分],两组比较差异有统计学意义（P<0.05）。培训带教4周后,观察组教学准备、教学过程、教学能力、教学态度、教学效果及总分高于对照组（17.13±2.42）分 vs. （15.07±1.84）分、（36.44±3.12）分 vs. （34.07±2.49）分、（21.97±2.36）分 vs. （21.37±2.01）分、（17.00±2.36）分 vs. （16.83±2.23）分、（17.73±2.00）分 vs. （14.07±2.55）分、（110.27±5.51）分 vs. （101.40±4.58）分],两组比较差异有统计学意义（P<0.05）。结论 基于“互联网+”的案例教学法联合OSCE,不仅能够有效提升肾内科实习护生的临床实际工作能力,而且可以提高护生带教满意度。

Application of "Internet +" based case teaching method combined with OSCE teaching method in the teaching of nursing students in the department of nephrology

Objective To observe the application value of "Internet +" based case teaching method combined with objective structured clinical examination (OSCE) teaching method in the teaching of nursing students in the Department of Nephrology, and analyze its impact on nursing student satisfaction of teaching.Methods A total of 60 nursing students who practiced in the Department of Nephrology, Jiangsu Provincial People''s Hospital from January 2021 to June 2022 were selected as the research subjects. They were randomly divided into observation group and control group, with 30 students in each group. The control group adopted traditional teaching method, and the observation group adopted case teaching method based on "Internet +" combined with OSCE teaching method. SPSS 25.0 statistical software was used for data analysis, and independent sample t-test was used to compare the clinical practical work ability and teaching satisfaction of the two groups of nursing students after teaching.Results After 4 weeks of teaching, the total scores of clinical thinking ability, disease observation and evaluation ability, mastery of medical knowledge, standardized operation ability, communicative ability, adaptive ability, humanistic care and health literacy of the observation group were higher than those of the control group (29.84±3.52) vs. (25.67±3.36), (5.81±1.52) vs. (4.34±1.67), (17.93±2.24) vs. (15.52±2.05), (25.72±2.73) vs. (22.17±2.56), (4.18±0.75) vs. (3.56±0.69), (83.48±6.67) vs. (71.26±7.05)], with a statistically significant difference (P < 0.05); after 4 weeks of teaching, the teaching preparation, teaching process, teaching ability, teaching attitude, teaching effect and total score of the observation group were higher than those of the control group (17.13±2.42) vs. (15.07±1.84), (36.44±3.12) vs. (34.07±2.49), (21.97±2.36) vs. (21.37±2.01),(17.00±2.36) vs. (16.83±2.23), (17.73±2.00) vs. (14.07±2.55), (110.27±5.51) vs. (101.40±4.58)], and the difference was statistically significant (P<0.05).Conclusions The case teaching method based on "Internet +" combined with OSCE can not only effectively improve the clinical practical work ability of nursing students in the department of nephrology, but also improve student satisfaction of teaching.