PBL教学模式在糖尿病临床护理带教中的应用

目的探究PBL(以问题为基础的教学法)教学模式在糖尿病临床护理带教中的应用价值。方法选取2019年2-7月该院内分泌科护理实习生100名,随机分为试验组和对照组,每组50名。对照组护理带教中应用常规教学模式,试验组护理带教中则实施PBL教学模式,分析两组护理实习生临床护理带教的结果。结果试验组护理实习生操作成绩(94.25±2.31)分、理论成绩(92.56±1.37)分、综合成绩(93.56±2.77)分均高于对照组(P<0.05),试验组批判性思维能力中认知成熟度、求知欲、批判思维自信心、系统化能力、分析能力、开放思维、寻找真相和总分均高于对照组(P<0.05),试验组教学总满意率94.00%明显高于对照组80.00%(P<0.05)。结论 PBL教学应用于糖尿病临床护理带教中,可提高护理带教成绩,培养护理实习生评判性思维能力,提高带教满意度。

Application of PBL Teaching Mode in Clinical Nursing Teaching of Diabetes

Objective To explore the application value of PBL(question-based teaching method) teaching model in clinical nursing teaching of diabetes. Methods A total of 100 nursing interns in the department of endocrinology from February to July 2019 were randomly divided into experimental group and control group, with 50 cases in each group. The conventional teaching mode was applied in the nursing group in the control group, and the PBL teaching mode was implemented in the nursing group in the experimental group. The results of clinical nursing teaching in the two groups of nursing interns were analyzed. Results The operating scores of nursing intern in the experimental group(94.25 ±2.31)points, theoretical scores(92.56±1.37)points, and comprehensive scores(93.56±2.77)points were higher than those in the control group(P<0.05). The critical thinking ability, the cognitive maturity, curiosity, critical thinking self-confidence, systematic ability, analytical ability, open thinking, truth finding and total scores of the experimental group were higher than those of the control group(P <0.05), and the total teaching satisfaction rate in the experimental group was significantly higher at 94.00%, 80.00% in the control group(P<0.05). Conclusion The application of PBL teaching in diabetes clinical nursing teaching can improve nursing teaching performance, cultivate critical thinking ability of nursing interns, and improve teaching satisfaction, which is worth popularizing.