摘要
目的探讨"密室逃脱"游戏教学结合情景案例在神经内科护理规培教学中的应用效果。方法将新疆维吾尔自治区人民医院神经内科2019年1月至2020年9月进行规培的102名护生,按照简单随机数字表法分为对照组(n=51)和观察组(n=51)。对照组采用情景案例教学,观察组采用"密室逃脱"游戏教学结合情景案例教学。评估两组规培护生的批判性思维评分、学习投入情况,并比较两组理论考核成绩评分、临床综合能力评分及教学满意度。采用SPSS 22.0进行卡方检验和t检验。结果教学前两组护生寻求真相、思想开放、分析能力、系统化能力、评判性思维的自信心、求知欲、认知成熟度等各维度评分及总分比较,差异无统计学意义;教学后观察组的寻求真相、思想开放、分析能力、系统化能力、评判性思维的自信心、求知欲、认知成熟度等各维度评分及总分均高于对照组(P<0.05)。教学前两组的行为投入、认知投入、情绪投入等各维度评分及总分比较,差异无统计学意义;教学后观察组的行为投入、认知投入、情绪投入等各维度评分及总分均高于对照组(P<0.05)。观察组的理论考核成绩评分[(82.02±3.27)vs.(79.66±3.45)]、临床综合能力评分[(83.30±3.54)vs.(80.82±3.73)]均高于对照组。观察组教学满意度为98.04%(50/51),高于对照组的82.35%(42/51)。结论"密室逃脱"游戏教学结合情景案例可提高规培护生的批判性思维能力,激发规培护生投入学习,改善理论考核成绩和临床综合能力,提升规培护生对教学的满意度和对教学效果的认可率。
Objective To explore the application effect of"secret room escape"game teaching combined with situational cases on the teaching of standardized training of neurological nursing.Methods A total of 102 nurses who underwent the standardized training in the Department of Neurology of Xinjiang Uygur Autonomous Region People's Hospital from January 2019 to September 2020 were divided into control group(n=51)and observation group(n=51).The control group used situational case teaching,and the observation group used"secret room escape"game teaching combined with situational case teaching.The scores of critical thinking and learning engagement of the two groups were evaluated,and the theoretical assessment scores,clinical comprehensive ability scores and teaching satisfaction of the two groups were compared.SPSS 22.0 was performed for chi-square test and t test.Results Before teaching,there was no significant difference in the scores and total scores of truth seeking,mind opening,analytical ability,systematic ability,self-confidence of critical thinking,thirst for knowledge and cognitive maturity between the two groups.After teaching,the scores and total scores of the observation group in above aspects were higher than those of the control group(P<0.05).There was no significant difference in the scores and total scores of behavioral engagement,cognitive engagement and emotional engagement between the two groups before teaching;after teaching,the scores and total scores of these aspects in the observation group were higher than those in the control group(P<0.05).The scores of theoretical examination[(82.02±3.27)vs.(79.66±3.45)]and clinical comprehensive ability[(83.30±3.54)vs.(80.82±3.73)]in the observation group were higher than those in the control group.The teaching satisfaction of the observation group was 98.04%(50/51),higher than 82.35%(42/51)of the control group.Conclusion The"secret room escape"game teaching combined with situational cases can improve the critical thinking ability of standardized training nurses,stimulate them to participate in learning,improve their theoretical examination results and clinical comprehensive ability,and improve their satisfaction with teaching and the recognition rate of teaching effect.
作者
徐丽
杨丽
李娥
马静
张雯
Xu Li;Yang Li;Li E;Ma Jing;Zhang Wen(Department of Neurology,Xinjiang Uygur Autonomous Region People's Hopital,Urumqi 830001,China;Xinjiang Clinical Medical Research Center for Stroke and Rare Diseases of Nervous System,Urumqi 830001,China;Nursing Department,Xinjiang Uygur Autonomous Region People's Hospital,Urumqi 830001,China)
出处
《中华医学教育探索杂志》
2022年第7期948-952,共5页
Chinese Journal of Medical Education Research
基金
新疆维吾尔自治区自然科学基金资助项目(2017D01C099)
关键词
"密室逃脱"游戏教学
情景案例
神经内科
护理规培教学
综合能力
"Secret room escape"game teaching
Situational case
Department of Neurology
Teaching of nursing standardized training
Comprehensive ability
作者简介
通信作者:张雯,Email:alpha_zw@163.com
