摘要
目的探讨BOPPPS教学模式联合有声思维在护理实习教学查房中的应用效果,从而提升护理实习生的临床工作胜任力。方法采取类实验研究设计,按照整群分组法将2022年6月1日—2023年3月31日入科的护理实习生36名为观察组,2021年6月1日—2022年3月31日入科的护理实习生36名为对照组。对照组采用传统的教学查房模式,观察组采用BOPPPS联合有声思维方法。比较两组护理实习生入科及出科理论考核成绩、案例分析考核成绩、自主学习能力和临床推理能力。结果观察组出科理论考核成绩为(99.39±1.25)分,对照组出科理论考核成绩为(90.61±2.28)分,观察组出科理论考核成绩优于对照组(P<0.001)。观察组案例分析考核成绩为(97.42±1.99)分,对照组案例分析考核成绩为(84.67±3.16)分,观察组案例分析考核成绩优于对照组(P<0.001)。观察组自主学习能力评分为(103.56±6.99)分,对照组自主学习能力评分为(85.14±11.78)分,观察组自主学习能力评分优于对照组(P<0.001)。观察组临床推理能力评分为(56.36±8.49)分,对照组临床推理能力评分为(39.94±9.89)分,观察组临床推理能力评分优于对照组(P<0.001)。结论BOPPPS教学模式联合有声思维能够提高护理实习生的临床实践能力,提升其自主学习能力,促进其临床推理能力的发展,最终提升护理教学效果。
Objectives This study aims to explore the application effect of the BOPPPS teaching model combined with think-aloud in nursing internship teaching rounds,so as to improve the clinical competency of nursing interns.Methods A quasi-experimental study design was adopted,and 36 nursing interns who were admitted from June 1,2022 to March 31,2023 were selected as the observation group,and 36 nursing interns who were admitted from June 1,2021 to March 31,2022 were selected as the control group.The control group adopted the traditional teaching round mode,and the observation group adopted the BOPPPS combined with the think-aloud method.The results of theoretical assessment,case analysis assessment,self-learning ability and clinical reasoning ability of the nursing interns were compared between the two groups.Results The theoretical assessment score of the observation group at the end of the course was 99.39±1.25 points,while the control group scored 90.61±2.28 points.The observation group performed better than the control group(P<0.001).The case analysis assessment score of the observation group was 97.42±1.99 points,and the control group scored 84.67±3.16 points.The observation group performed better than the control group(P<0.001).The self-learning ability score of the observation group was 103.56±6.99 points,while the control group scored 85.14±11.78 points.The observation group performed better than the control group(P<0.001).The clinical reasoning ability score of the observation group was 56.36±8.49 points,and the control group scored 39.94±9.89 points.The observation group performed better than the control group(P<0.001).Conclusions The BOPPPS teaching model combined with think-aloud can improve the clinical practice ability of nursing interns,enhance their self-learning ability,promote the development of their clinical reasoning ability,and ultimately improve the nursing teaching effect.
作者
颜妍
施杨
祝娉婷
万小娟
胡娅莉
刘必琴
顾志娥
Yan Yan;Shi Yang;Zhu Pinting;Wan Xiaojuan;Hu Yali;Liu Biqin;Gu Zhie(School of Nursing and Public Health,Yangzhou University,Yangzhou 225009,Jiangsu Province,China;不详)
出处
《中国病案》
2025年第7期74-77,共4页
Chinese Medical Record
基金
扬州大学护理学院·公共卫生学院2022教学改革研究课题(HLYG2022-2)。
作者简介
通讯作者:顾志娥。
