体验式教学在耳鼻咽喉科护理实习生科研能力培养教学中的应用

目的  探讨体验式教学结合案例教学法（case-based learning，CBL）在耳鼻咽喉科护理实习生科研能力培养教学中的应用及效果。方法  选取在中山大学附属第一医院耳鼻咽喉科实习94名本科护理生为研究对象，每组学生6～8人，按照在耳鼻咽喉科实习先后顺序，每组随机分为试验组或对照组。试验组实习教学采用体验式教学结合CBL，对照组采取传统教学法，分析两组学生护理考试成绩及学生在激发学习兴趣、培养护理科研思维、提高护理临床思维及护理科研能力、实习信息丰富程度、增强护理工作自信心、对教学方法的满意度等方面评价差异。结果  两组学生实习考试成绩比较，总分及护理案例题成绩，差异有统计学意义（P<0.05）。问卷调查显示，试验组学生对教学方式的满意率达93.33%。在激发学习兴趣、培养护理科研思维、提高护理临床思维及护理科研能力、实习信息丰富程度、增强护理工作自信心、对教学方法的满意度等方面，试验组学生评价满意率均优于对照组学生，差异具有统计学意义（均P<0.05）。对教师问卷调查显示，体验式教学结合CBL有助于提高教师自身科研素质及教学能力。结论  体验式教学结合CBL应用于护理实习教学，有助于激发学生的学习兴趣和提高学生护理临床思维和护理科研能力。

Application of experiential teaching method in the training of scientific research ability of nursing interns in otorhinolaryngology

Objective To explore the application and effects of experiential teaching method combined with case-based learning(CBL) in the training of scientific research ability of nursing interns in otorhinolaryngology department. Methods A total of 94 nursing undergraduates were divided into experimental group and control group according to their practice order in otorhinolaryngology. The experimental group adopted the experiential teaching method combined with CBL;and the control group adopted the traditional teaching method. The differences were analyzed between both groups in the aspects of arousing learning interest, training nursing scientific research thinking, improving nursing clinical thinking and nursing scientific research ability, enriching practice information, enhancing nursing work self-confidence and satisfaction with teaching methods. Results There was significant difference between the two groups(P<0. 05). The questionnaire survey shows that the satisfaction rate of the experimental group students to the teaching method is 93. 33%. In the aspects of arousing learning interest, training nursing scientific research thinking, improving nursing clinical thinking and nursing scientific research ability, enriching practice information, enhancing self-confidence in nursing work and satisfaction with teaching methods, the evaluation satisfaction rate in the experimental group was better than that of the control group, and the difference was statistically significant(P< 0. 05). The questionnaire survey shows that experiential combined with CBL teaching method is helpful to improve teachers’ own research quality and teaching ability. Conclusion Experiential teaching method combined with CBL can stimulate students’ interest in learning and improve their clinical thinking and research ability of nursing.