互联网辅助PBL教学法在ICU本科护生带教中的应用及对护理质量的影响
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摘要
目的:探讨互联网辅助基于问题学习(Problem-Based Learning,PBL)的教学法在ICU本科护生带教中的应用及对护理质量的影响。方法:以本院ICU科2017年6月至2018年6月接收的60例本科护生为对象,按电脑数字表法随机分为两组,每组各30例,对照组以常规方法展开带教工作,实验组以互联网辅助PBL教学法展开带教工作,对比两组带教效果及护理质量。结果:带教后,实验组成绩总分是(94.57±3.42)分,较对照组的(75.36±2.33)分高,差异有统计学意义(P <0.05);带教后,实验组核心能力与批判性思维能力评分均较对照组高,差异有统计学意义(P <0.05);带教后,实验组护理质量评分总分是(96.51±1.53)分,较对照组的(81.23±2.37)分高,差异有统计学意义(P <0.05)。结论:通过互联网辅助PBL教法学展开ICU本科护生带教可有效提升学生成绩与核心能力、批判性思维能力,进而达到提升护理质量的效果。
Objective :To discuss the Internet assisted problem-based learning(PBL) teaching method in ICU undergraduate nursing students teaching and its influence on the nursing quality. Methods: The 60 undergraduate nursing students who were received into the ICU section of our hospital in June 2017 to June 2018 were randomly divided into two groups according to computer-generated number table method, with 30 cases in each group, the control group was taught by routine method, and the experimental group was taught by Internet-assisted PBL method. The teaching effect and nursing quality of the two groups were compared between these two groups. Results: After teaching, in the experimental group, the total score was(94.57± 3.42), which was higher than that of the control group(75.36± 2.33), with statistically significant(P < 0.05). After teaching, in the experimental group, the scores of core competence and critical thinking ability were higher than those of the control group,with statistically significant(P < 0.05).After teaching, in the experimental group, the total score of nursing quality was(96.51 ±1.53), which was higher than that of the control group(81.23 ± 2.37), with statistically significant(P < 0.05).Conclusion: Using Internet-assisted PBL teaching method to carry out ICU undergraduate nursing students' teaching can effectively improve students' performance and core competence, as well as critical thinking ability, and thus improve the quality of nursing.
Objective :To discuss the Internet assisted problem-based learning(PBL) teaching method in ICU undergraduate nursing students teaching and its influence on the nursing quality. Methods: The 60 undergraduate nursing students who were received into the ICU section of our hospital in June 2017 to June 2018 were randomly divided into two groups according to computer-generated number table method, with 30 cases in each group, the control group was taught by routine method, and the experimental group was taught by Internet-assisted PBL method. The teaching effect and nursing quality of the two groups were compared between these two groups. Results: After teaching, in the experimental group, the total score was(94.57± 3.42), which was higher than that of the control group(75.36± 2.33), with statistically significant(P < 0.05). After teaching, in the experimental group, the scores of core competence and critical thinking ability were higher than those of the control group,with statistically significant(P < 0.05).After teaching, in the experimental group, the total score of nursing quality was(96.51 ±1.53), which was higher than that of the control group(81.23 ± 2.37), with statistically significant(P < 0.05).Conclusion: Using Internet-assisted PBL teaching method to carry out ICU undergraduate nursing students' teaching can effectively improve students' performance and core competence, as well as critical thinking ability, and thus improve the quality of nursing.
引文
[1]刘小春,黄胜玉,王明明,等.IcU本科护生同质化教学模式的建立及应用效果[J].中华现代护理杂志,2017,23(12):1687-1690.
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[5]张凤勤,陈红宇,丁娟,等.基于成功能力模型临床带教法在本科实习护生临床能力培养中的应用[J].护理学报,2016,23(3):23-26.
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[8]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.
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[10]徐帅,王温,黄璟,等.论“互联网+”时代下医学人文教育的挑战与对策[J].中国医学伦理学,2017,30(11):1419-1422.
[11]孙晓婷,毛智慧,刘晓亭,等.基于“互联网+”的立体化教学模式在护生儿科临床实践教学中的应用[J].护士进修杂志,2017,32(5):416-419.
[12]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.
[13]Bridle H,Morton J,cameron P,et al.Design of problem-based learning activities in the field of microfluidics for 12-to 13-year-old participantssmall Plumbing!:empowering the next generation of microfluidic engineers[J].Microfluidics&nanofluidi cs,2016,20(7):103-103.
[14]张东华,王莲,赵腾飞,等.基于网络问答和讨论为导向的教学在儿科临床实习中的应用[J].海南医学,2017,28(21):3592-3594.
[15]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(19):1765-1767.
[16]马磊,吴中亮,史明,等.网络平台辅助教学在神经病学临床实习中的应用研究[J].中华医学教育探索杂志,2016,15(1):85-88.
[2]Faisal R,Bahadur s,shinwari L.Problem-based learning in comparison with lecture-based learning among medical students.[J].Jpma the Journal of the Pakistan Medical Association,2016,66(6):650-650.
[3]任美健,邢爱红,吴玉玲,等.专科护生毕业即刻核心能力的调查研究[J].中国医学伦理学,2016,29(6):1084-1087.
[4]沈建通,程遥,贺丽芳,等.循证护理对护理本科生批判性思维能力影响的前瞻性队列研究[J].中国循证医学杂志,2016,32(3):257-262.
[5]张凤勤,陈红宇,丁娟,等.基于成功能力模型临床带教法在本科实习护生临床能力培养中的应用[J].护理学报,2016,23(3):23-26.
[6]卢洪霞,黄静铭.集束化管理策略联合临床路径教学在Ic U护理学生教学中的应用效果[J].广西医学,2017,39(3):422-424.
[7]Warnock J n,Mohammadi-Aragh M J.case study:use of problem-based learning to develop students''technical and professional skills[J].european Journal of engineering education,2016,41(2):142-153.
[8]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.
[9]顾月霞,彭琳,韩文军.以问题为中心结合以案例为中心双轨式教学方法在外科Ic U带教中的应用[J].解放军护理杂志,2016,33(13):68-70.
[10]徐帅,王温,黄璟,等.论“互联网+”时代下医学人文教育的挑战与对策[J].中国医学伦理学,2017,30(11):1419-1422.
[11]孙晓婷,毛智慧,刘晓亭,等.基于“互联网+”的立体化教学模式在护生儿科临床实践教学中的应用[J].护士进修杂志,2017,32(5):416-419.
[12]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.
[13]Bridle H,Morton J,cameron P,et al.Design of problem-based learning activities in the field of microfluidics for 12-to 13-year-old participantssmall Plumbing!:empowering the next generation of microfluidic engineers[J].Microfluidics&nanofluidi cs,2016,20(7):103-103.
[14]张东华,王莲,赵腾飞,等.基于网络问答和讨论为导向的教学在儿科临床实习中的应用[J].海南医学,2017,28(21):3592-3594.
[15]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(19):1765-1767.
[16]马磊,吴中亮,史明,等.网络平台辅助教学在神经病学临床实习中的应用研究[J].中华医学教育探索杂志,2016,15(1):85-88.
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