PBL联合CBL教学法在麻醉护理实习生临床教学中的应用

目的 分析以问题为基础的教学（problem-based learning,PBL）联合以案例为基础的教学（case-based learning,CBL）法在麻醉护理实习生教学中的应用效果。方法 选取苏州卫生职业技术学院分别于2020年和2021年在某院进行麻醉护理实习的2个年级学生作为研究对象，根据学生入院学习时间分为观察组和对照组各36名，观察组采用PBL联合CBL的教学方法，对照组采用以传统授课为基础的（lecture-based learning, LBL)教学方法，观察2组学生在理论考试、临床实践考核以及对教学方法满意度的情况。结果 观察组理论考试成绩和临床实践考核成绩均高于对照组学生的成绩，差异有统计学意义（P<0.05）;2组学生在对教学方法满意度的比较时，观察组的总体满意度、学生对教学模式的接受度、课堂效果及对知识的掌握程度均优于对照组，差异有统计学意义（P<0.05）。结论 PBL联合CBL教学法可有效提高麻醉护理实习生的自主学习能力，促使实习生主动参与学习，深入研究分析，提高临床思维能力，教学效果更佳。

Effect of PBL combined with CBL on interns in anesthesia nursing resident teaching class

Objective To analyze the application effect of problem-based learning (PBL) combined with case-based learning (CBL) on interns in anesthesia nursing resident teaching class. Methods Anesthesia nursing students in a hospital in 2020 and 2021 were selected as the research objects. According to the admission time of the students, they were divided into observation group (n=36) and control group (n=36). PBL combined with CBL was used in the observation group, and lecture-based learning (LBL) in the control group. Students’ performance in theoretical examination, clinical practice skill assessment and satisfaction with the teaching method in the two groups were observed. Results The scores of theoretical examination and clinical practice skill assessment in the observation group were higher than those in the control group, and the differences were statistically significant (P<0.05). Students’ overall satisfaction, acceptance of the teaching model, classroom effect and knowledge mastery of the observation group were better than those of the control group, showing statistical differences (P<0.05). Conclusion PBL combined with CBL can effectively improve the autonomous learning ability of anesthesia nursing student in resident teaching class, promote active participation in learning, in-depth research and analysis, and clinical thinking ability.