渐进式仿真模拟教学在急救技能教学中应用探索

目的 探析在急救技能教学中应用渐进式仿真模拟教学对学生能力方面的提升。方法 将江苏护理职业学院2016级三年制助产专业1班43人和2班45人作为研究对象,采用便利抽样法分组,试验组（1班）在急危重症护理的技能教学中应用渐进式仿真模拟教学,对照组（2班）按传统方法先进行单项实训教学,最后开展一次综合仿真模拟教学,以学生实训考核成绩、护理高仿真模拟教学中学生行为表现自评量表测评结果作为教学效果评价指标。结果 试验组考核成绩（81.67±3.882分）高于对照组（74.17±2.714分）,差异有统计学意义（P<0.05）;学生自我评价五个维度24项指标中“应急能力”、“有助形成临床思维”、“及时发现、解决问题”等8项指标均分差异均有统计学意义（P<0.05）;另有“成就感”、“避免重复错误能力”等5项指标均分差异均无统计学意义（P>0.05）,但进行2分析发现不同分值分布差异均有统计学意义（P<0.05）;其余11项指标均分差异、不同分值分布差异均无统计学意义（P>0.05）。结论 渐进式仿真模拟教学提升学生综合能力、教学相长。

Application of progressive simulation teaching for first-aid skills

Objective To analyze the effect of progressive simulation teaching for first-aid skills on the improvement of students" ability. Methods A total of 43 students from the 2016 three-year midwifery of Jiangsu Nursing Vocational College and 45 students of classe 2 were selected as subjects who were divided into research group (1 class) receiving progressive simulation teaching and control group (2 classes) receiving individual training teaching by the method of conveniently sampling. A comprehensive simulation teaching was performed after the intervention with the results of training and self-rating performance being evaluated. Results The exam scores of the research group (81.67±3.88) were higher than that of control group (74.17±2.71) significantly (P<0.05). There were significant differences between the two groups on eight indicators including emergency ability clinical thinking forming and the abilities of finding and solving problems (P<0.05); There was no significant difference on five indicators including sense of achievement and avoiding repeating mistakes between the two groups (P>0.05). Conclusion The progressive simulation teaching improves the students" comprehensive ability which is conducive to teaching.