摘要
目的探讨标准化病人(standardized patient,SP)联合PBL模式在骨科护理操作技能培养的应用研究。方法选取2019年7月—2020年5月于南京医科大学附属逸夫医院实习的护理实习生共40名作为研究对象,采用随机数表法将其分为试验组(SP联合PBL教学法组20名)和对照组(传统带教模式组20名)进行对照研究,通过比较分析两组学生学习效果和教学效果的信息反馈调查评价教学效果。结果试验组学生在基础操作和专科技能操作两个方面的考核成绩及总分均较对照组高,差异有统计学意义(P<0.05)。调查问卷结果显示,试验组在提高学习兴趣,评估、操作技能,临床应对能力,病情观察能力4个维度有明显优势,差异有统计学意义(P<0.05);而在提高评判性思维方面能力和护患沟通方面的能力,差异无统计学意义(P>0.05)。两组问卷调查总体效果评价显示试验组明显高于对照组(P<0.05)。结论使用SP联合PBL模式的教学方法,提高了对护生实习过程中操作技能的培养。
Objective To explore the application of standardized patient combined with PBL in the training of orthopedic nursing skills.Methods A total of 40 nursing interns who practiced in Sir Run Run Hospital,Nanjing Medical University from July 2019 to May 2020 were selected as the research objects.They were divided into the experimental group(20 in SP combined PBL teaching mode group)and the control group(20 in traditional teaching mode group)by using the random number table method.The teaching effect was evaluated by comparing and analyzing the information feedback survey of the learning effect and teaching effect of the two groups.Results Both the test results for basic,specialized operational skills of the experimental group are higher than those of the controlled group,with a statistically significant difference(P<0.05).The results of the questionnaire reveal that the experimental group showed significant advantages in four areas,including improving interest of learning,evaluating and operational skills,clinical response ability and observation of disease,with a difference that is statistically significant(P<0.05);and with a statistically insignificant difference (P>0.05) in critical thinking and nurse-patient communication. Conclusion The teaching method of SP combined with PBL mode improves the training of operational skills of nursing students in the process of practice.
作者
王梅香
贾艳
WANG Meixiang;JIA Yan(Department of Orthopedics,Sir Run Run Hospitall,Nanjing Medical University,Nanjing Jiangsu 210000,China;Department of Orthopaedics,Jiangsu Provincial People's Hospital,Nanjing Jiangsu 210029,China)
出处
《中国继续医学教育》
2022年第14期44-47,共4页
China Continuing Medical Education
基金
南京医科大学康达学院2018年度教育研究课题(KD2018JYYJYB044)。
作者简介
通信作者:贾艳。
