微信辅助CBL及TBL教学法在肿瘤内科护理带教中的应用观察

目的探讨微信辅助CBL及TBL教学法在肿瘤内科护理带教中的临床应用效果。方法以2017年12月-2018年12月在该院肿瘤内科实习的30名学生作为研究对象,按照带教方法的不同进行分类:对照组(n=15,采用传统带教法),观察组(n=15,采用微信辅助CBL及TBL教学法),对比两组最终的护理效果。结果观察组实习生理论成绩(92.38±5.04)分、操作技能(90.74±6.71)分均显著高于对照组实习生的(75.53±5.72)分和(78.26±6.55)分;观察组实习生思维能力、分析能力、沟通能力、合作能力以及理论结合实际能力的评分均显著高于对照组;且观察组实习生对教学总满意度为100.00%显著高于对照组实习生对教学总满意度73.33%,差异有统计学意义(P<0.05)。结论在肿瘤内科护理带教中采用微信辅助CBL及TBL教学法取得了显著的效果,不仅提高了实习生的理论和操作的考核成绩,提升了其综合能力,还显著提高教学的满意度,具有较高的临床推广价值。

Application Observation of WeChat-assisted CBL and TBL Teaching Methods in Nursing Teaching of Oncology

Objective To explore the clinical application effect of WeChat-assisted CBL and TBL teaching methods in nursing teaching in oncology. Methods Thirty students from December 2017 to December 2018 in the Department of Oncology in the hospital were used as research objects, and they were classified according to different teaching methods: the control group(n=15, using the traditional teaching method), and the observation group(n=15, WeChat-assisted CBL and TBL teaching methods), compared the final nursing effect between the two groups. Results The theoretical scores(92.38±5.04)points and operating skills(90.74±6.71)points of the observation group’s interns were significantly higher than the(75.53 ±5.72)points and(78.26±6.55)points of the control group’s interns;the scores of thinking ability of the interns of the observation group, analysis ability, communication ability, cooperation ability, and theory combined with practical ability were significantly higher than those of the control group;and the total satisfaction of the intern in the observation group was 100.00%significantly higher than the total satisfaction of the intern in the control group of 73.33%,the difference was statistically significant(P<0.05) Conclusion The use of WeChat-assisted CBL and TBL teaching methods in oncology nursing teaching has achieved significant results. It not only improves the theoretical and operational assessment results of interns, improves their comprehensive ability, but also significantly improves teaching satisfaction, with higher clinical promotion value.