哈尔滨某医科院校护理学生PBL课程的应用效果探究

目的探究PBL应用于护理学专业教学对学生的教学效果。方法应用随机分组法将2019年7月—2020年1月于哈尔滨某医科院校进行实习的80名护理学专业学生进行分组。40名学生为对照组,采用传统教学方法;40名学生为观察组,采用PBL课程教学方法。研究结束分析数据,对比总结两组的学习情况、实习情况、理论知识及实践合格率和护理满意度。结果数据分析可以得出观察组学生的学习情况、实习情况及考核成绩均高于对照组,数据差异存在统计学意义(P<0.05);同时观察组的护理满意度要比对照组高,数据差异存在统计学意义(P<0.05)。结论通过在护理实习中应用PBL课程可以有效提高学生在学习过程中的积极性、知识广度、课程内容印象性以及知识的理解程度,提高了实习过程中的礼仪表现、沟通能力、服务态度、综合能力、操作能力、临床思维及创新性,同时可有效提升学生的理论知识及临床实践成绩,也提高了患者的护理满意度,比传统教学方法更为有效,可以在临床护理教学中应用。

Application and Effect of Problem-based Learning Course for Nursing Students in a Medical College in Harbin

Objective To explore the effect of PBL on nursing teaching.Methods 80 nursing students in a medical college in Harbin from July 2019 to January 2020 were randomly divided into two groups.80 nursing students were randomly assigned to a medical college in Harbin from July 2019 to January 2020.Forty students were the control group,using traditional teaching methods.Forty students were in the observation group,using the PBL teaching method.At the end of the study,the data were analyzed to compare and summarize the learning status,internship status,passing rate of theoretical knowledge and practice and nursing satisfaction between the two groups.Results According to the data analysis,the students’learning situation,practice situation and examination results in the observation group were all higher than those in the control group,and the data difference was statistically significant(P<0.05).Meanwhile,the nursing satisfaction of the observation group was higher than that of the control group,and the data difference was statistically significant(P<0.05).Conclusion Through the application of PBL in the nursing practice course can effectively improve students’motivation in the learning process,knowledge breadth,course content impression and the understanding of knowledge,improve the etiquette performances in the process of practice,communication skills,service attitude,comprehensive ability,operation ability,clinical thinking and innovation,at the same time,it can effectively improve the students’theoretical knowledge and clinical practice,and improve the patient’s nursing satisfaction.It is more effective than the traditional teaching method and can be applied in clinical nursing teaching.