情景体验式教学结合PBL教学法在急诊科护士培训中的应用效果
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摘要
目的探讨情景体验式教学结合PBL教学法在急诊科护士培训中的应用效果。方法选取2016年5～8月我院22名急诊科护士作为研究对象并对其培训,依据随机数字表法分为对照组和实验组,每组各11名。对照组应用常规教学方式培训,实验组应用情景体验式教学结合PBL教学法培训。比较两组培训后的考试成绩、采取应急处理情况和医生对护士处理患者的满意度及对教学效果的评价。结果实验组的理论考试成绩和实践技能考核成绩分别为(90.28±7.62)和(87.26±6.37)分,对照组的理论考试成绩和实践技能考核成绩分别(75.39±15.63)和(65.33±12.58)分,实验组明显高于对照组,差异有统计学意义(P<0.05)。实验组护士培训后对80例患者的心电图、心电监护、留取血标本、溶栓治疗配合、心肺复苏应急情况处理率明显高于对照组,差异有统计学意义(P<0.05)。医生对实验组护士培训后处理患者的总满意率为90.91%,满意度评分为(94.38±3.27)分;对照组护士培训后处理患者的总满意率为45.45%,满意度评分为(81.59±9.69)分,实验组明显高于对照组,差异有统计学意义(P<0.05)。实验组培训后认为有助于充分认识护理工作、有助于护理角色适应、有助于提高自主学习的能力、有助于增进团队合作、有助于提高灵活运用知识的能力、课堂气氛活跃的比例明显高于对照组,差异有统计学意义(P<0.05)。结论在急诊科培训中应用情景体验式教学结合PBL教学法,能明显提高护士的考核成绩,提高其处理应急情况的能力,教学效果评价高,值得在急诊科护士培训中推广。
Objective To explore the effect of situational experience teaching combined with PBL teaching method in the training of nurses in emergency department. Methods A total of 22 emergency nurses in our hospital from May to August 2016, were selected as the research objects and arranged for training. They were divided into control group and experimental group according to random number table method, 11 cases in each group. The control group was trained by conventional teaching methods, while the experimental group was trained by situational experience teaching combined with PBL teaching method. The examination results, emergency treatment, satisfaction of nurses with patients and evaluation of teaching effect were compared between the two groups. Results The points of theoretical examination and practical skills of nurses in the experimental group were(90.28±7.62) and(87.26±6.37) point respectively. The points of theoretical examination and practical skills of nurses in the control group were(75.39±15.63) and(65.33±12.58) point respectively. The points of the experimental group were significantly higher than those of the control group, with statistical significance(P<0.05). After training, the rate of ECG, ECG monitoring, blood sample collection, thrombolytic therapy cooperation and emergency treatment of cardiopulmonary resuscitation in the experimental group was significantly higher than that in the control group(P <0.05). The total satisfaction rate of patients in the experimental group was90.91%, and the satisfaction point was(94.38 ±3.27). The total satisfaction rate of patients in the control group was45.45%, and the satisfaction point was(81.59±9.69). The experimental group was significantly higher than the control group, the difference was statistically significant(P <0.05). In the survey after training, the nurses in the experimental group believed that it was helpful to fully understand nursing work, to adapt to nursing roles, to improve the ability of self-learning, to enhance teamwork, to improve the ability of flexible use of knowledge, and the proportion of active classroom atmosphere was significantly higher than that in the control group, with statistical significance(P<0.05). Conclusion The application of situational experience teaching combined with PBL teaching method in the training of nurses in emergency department can obviously improve the assessment results of nurses and their ability to deal with emergency situations, and the teaching effect is highly evaluated. It is worth promoting in the training and education of nurses in emergency department.
Objective To explore the effect of situational experience teaching combined with PBL teaching method in the training of nurses in emergency department. Methods A total of 22 emergency nurses in our hospital from May to August 2016, were selected as the research objects and arranged for training. They were divided into control group and experimental group according to random number table method, 11 cases in each group. The control group was trained by conventional teaching methods, while the experimental group was trained by situational experience teaching combined with PBL teaching method. The examination results, emergency treatment, satisfaction of nurses with patients and evaluation of teaching effect were compared between the two groups. Results The points of theoretical examination and practical skills of nurses in the experimental group were(90.28±7.62) and(87.26±6.37) point respectively. The points of theoretical examination and practical skills of nurses in the control group were(75.39±15.63) and(65.33±12.58) point respectively. The points of the experimental group were significantly higher than those of the control group, with statistical significance(P<0.05). After training, the rate of ECG, ECG monitoring, blood sample collection, thrombolytic therapy cooperation and emergency treatment of cardiopulmonary resuscitation in the experimental group was significantly higher than that in the control group(P <0.05). The total satisfaction rate of patients in the experimental group was90.91%, and the satisfaction point was(94.38 ±3.27). The total satisfaction rate of patients in the control group was45.45%, and the satisfaction point was(81.59±9.69). The experimental group was significantly higher than the control group, the difference was statistically significant(P <0.05). In the survey after training, the nurses in the experimental group believed that it was helpful to fully understand nursing work, to adapt to nursing roles, to improve the ability of self-learning, to enhance teamwork, to improve the ability of flexible use of knowledge, and the proportion of active classroom atmosphere was significantly higher than that in the control group, with statistical significance(P<0.05). Conclusion The application of situational experience teaching combined with PBL teaching method in the training of nurses in emergency department can obviously improve the assessment results of nurses and their ability to deal with emergency situations, and the teaching effect is highly evaluated. It is worth promoting in the training and education of nurses in emergency department.
引文
[1]李莉,武巧月,赵立安.胸痛临床评估与诊断流程在急诊科急性胸痛患者诊断中的应用效果[J].实用心脑肺血管病杂志,2016,24(3):66-67.
[2]李红,秦俊春,周越.急诊科护士分诊时初筛胸痛患者心电图在诊断急性冠状动脉综合征的作用[J].华西医学,2016,31(4):750-752.
[3]黄春蓉,王丽.以问题为基础联合以病例为引导的教学法在急诊科轮转低年资护士培训中的应用[J].实用医院临床杂志,2016,13(2):102-104.
[4]李阳,安旭生.GRACE评分、TIMI危险评分及BNP对急诊胸痛患者心血管不良事件的预测价值[J].医学临床研究,2016,33(10):1966-1968.
[5]李红,孟帅,孔祥赟.基于问题学习的教学模式在急诊见习中的应用[J].中国医药导报,2016,13(34):151-153.
[6]徐俊昌,吴桂华.情景体验式教学结合PBL教学模式在骨科临床带教中的效果评价[J].中国药房,2016,27(9):1288-1290.
[7]林敏,周敏,卢秀清.PBL结合情境教学法在妇产科护理教学中的应用效果[J].解放军护理杂志,2014,31(16):68-70.
[8]方婷婷,肖江琴,王海燕,等.改良早期预警评分在急诊胸痛患者中的应用[J].实用医学杂志,2016,32(2):315-317.
[9]蒋伟,朱聚.急诊科分级分区管理模式在胸痛患者分流中的应用研究[J].实用临床医药杂志,2017,21(14):173-175.
[10]乐惠玲,胡夏晴.急性冠状动脉综合征的急诊救治模式在急诊胸痛中心的构建与实践[J].护士进修杂志,2017,32(5):453-455.
[11]姚礼春,陈桂兰.降阶梯思维在非创伤性胸痛老年患者急诊分诊中的应用[J].护理学报,2017,24(2):51-53.
[12]许耘红,何晓青,陈友权.基于内科学情景教学结合PBL教学法的教学模式探讨规范化教学的改进[J].浙江中医药大学学报,2017,41(3):252-256.
[13]连丽虹.情景模拟教学法在急诊护理带教中的应用效果分析[J].中国当代医药,2011,18(21):171-172.
[14]杜贤进,魏捷,杨卫泽,等.以多学科协作治疗为导向的以问题为基础学习教学方法在急诊医学教学中的应用[J].中华医学教育杂志,2016,36(5):712-714.
[15]唐莉,李贞贞,冯健兰,等.临床路径联合PBL教学模式在急诊科护理教学中的应用[J].国际护理学杂志,2017,36(6):840-843.
[16]陈佛.PBL结合情景模拟教学在手术室新护士人文关怀能力培训中的应用[J].护士进修杂志,2017,32(19):41-43.
[17]王红艳,梁小利,包锐,等.思维导图结合PBL教学法在内科护理教学中的应用研究[J].护理研究,2017,31(6):734-736.
[18]郭丽芳,琚楠楠.借助微信平台深化PBL教学法在护生带教中的应用效果[J].护理研究,2017,31(27):3473-3475.
[19]张丽,史文莉,高振.PBL综合教学法在呼吸重症监护室护理临床实习中的实践与探讨[J].中国医药导报,2017,14(19):137-140.
[20]李凡,孙朋霞,史冬雷.年级制教学在急诊科低年资护士培训中的实践与效果[J].护理管理杂志,2016,16(7):493-495.
[2]李红,秦俊春,周越.急诊科护士分诊时初筛胸痛患者心电图在诊断急性冠状动脉综合征的作用[J].华西医学,2016,31(4):750-752.
[3]黄春蓉,王丽.以问题为基础联合以病例为引导的教学法在急诊科轮转低年资护士培训中的应用[J].实用医院临床杂志,2016,13(2):102-104.
[4]李阳,安旭生.GRACE评分、TIMI危险评分及BNP对急诊胸痛患者心血管不良事件的预测价值[J].医学临床研究,2016,33(10):1966-1968.
[5]李红,孟帅,孔祥赟.基于问题学习的教学模式在急诊见习中的应用[J].中国医药导报,2016,13(34):151-153.
[6]徐俊昌,吴桂华.情景体验式教学结合PBL教学模式在骨科临床带教中的效果评价[J].中国药房,2016,27(9):1288-1290.
[7]林敏,周敏,卢秀清.PBL结合情境教学法在妇产科护理教学中的应用效果[J].解放军护理杂志,2014,31(16):68-70.
[8]方婷婷,肖江琴,王海燕,等.改良早期预警评分在急诊胸痛患者中的应用[J].实用医学杂志,2016,32(2):315-317.
[9]蒋伟,朱聚.急诊科分级分区管理模式在胸痛患者分流中的应用研究[J].实用临床医药杂志,2017,21(14):173-175.
[10]乐惠玲,胡夏晴.急性冠状动脉综合征的急诊救治模式在急诊胸痛中心的构建与实践[J].护士进修杂志,2017,32(5):453-455.
[11]姚礼春,陈桂兰.降阶梯思维在非创伤性胸痛老年患者急诊分诊中的应用[J].护理学报,2017,24(2):51-53.
[12]许耘红,何晓青,陈友权.基于内科学情景教学结合PBL教学法的教学模式探讨规范化教学的改进[J].浙江中医药大学学报,2017,41(3):252-256.
[13]连丽虹.情景模拟教学法在急诊护理带教中的应用效果分析[J].中国当代医药,2011,18(21):171-172.
[14]杜贤进,魏捷,杨卫泽,等.以多学科协作治疗为导向的以问题为基础学习教学方法在急诊医学教学中的应用[J].中华医学教育杂志,2016,36(5):712-714.
[15]唐莉,李贞贞,冯健兰,等.临床路径联合PBL教学模式在急诊科护理教学中的应用[J].国际护理学杂志,2017,36(6):840-843.
[16]陈佛.PBL结合情景模拟教学在手术室新护士人文关怀能力培训中的应用[J].护士进修杂志,2017,32(19):41-43.
[17]王红艳,梁小利,包锐,等.思维导图结合PBL教学法在内科护理教学中的应用研究[J].护理研究,2017,31(6):734-736.
[18]郭丽芳,琚楠楠.借助微信平台深化PBL教学法在护生带教中的应用效果[J].护理研究,2017,31(27):3473-3475.
[19]张丽,史文莉,高振.PBL综合教学法在呼吸重症监护室护理临床实习中的实践与探讨[J].中国医药导报,2017,14(19):137-140.
[20]李凡,孙朋霞,史冬雷.年级制教学在急诊科低年资护士培训中的实践与效果[J].护理管理杂志,2016,16(7):493-495.