摘要
目的:探讨BOPPPS带教联合基于问题的学习法(PBL)情景带教在重症超声护理带教中的应用效果。方法:选取2021年9月—2023年9月在广东省中医院重症医学科进行实习的实习生66名,根据1∶1随机掷硬币原则将其分为试验组和对照组各33名。对照组给予传统带教,试验组给予BOPPPS带教联合PBL情景带教,比较两组带教成绩、自主学习能力、人文关怀能力和对带教满意度。结果:带教12周后,试验组实践技能、理论知识、课堂考核成绩均高于对照组;两组护理专业实习生自主学习能力量表、人文关怀能力评价表评分均高于带教前,且试验组护理专业实习生自主学习能力量表、人文关怀能力评价表评分高于对照组;试验组对带教方法、带教效果、带教体验满意度均高于对照组,差异有统计学意义(P<0.05)。结论:BOPPPS带教联合PBL情景带教在重症超声护理带教中应用能提高带教成绩,提升实习生自主学习能力与人文关怀能力,还可提高实习生对带教的满意度。
Objective To explore the application effect of BOPPPS teaching combined with problem based learning(PBL)situational teaching in critical care ultrasonography nursing teaching.Methods From September 2021 to September 2023,66 interns in the Department of Critical Care Medicine of Guangdong Provincial Hospital of Traditional Chinese Medicine were selected.According to the principle of 1:1 random coin toss,they were divided into experimental group and control group,33 in each group.The control group was given traditional teaching,and the experimental group was given BOPPPS teaching combined with PBL situational teaching.The teaching results,self-learning ability,humanistic care ability and teaching satisfaction were compared between the two groups.Results After 12 weeks of teaching,the scores of practical skills,theoretical knowledge and classroom assessment in the experimental group were higher than those in the control group;the scores of self-learning ability scale and humanistic care ability evaluation scale of nursing interns in the two groups were higher than those before teaching,and the scores of self-learning ability scale and humanistic care ability evaluation scale of nursing interns in the experimental group were higher than those in the control group;the satisfaction of teaching method,teaching effect and teaching experience in the experimental group was higher than that in the control group,and the difference was statistically significant(P<0.05).Conclusions The application of BOPPPS teaching combined with PBL situational teaching in the teaching of critical care ultrasonography nursing can improve the teaching results,improve the self-learning ability and humanistic care ability of interns,and improve the satisfaction of interns with teaching.
作者
何婕
马世红
郑雅芳
陈婕
黎汉湛
HE Jie;MA Shihong;ZHENG Yafang;CHEN Jie;LI Hanzhan(Department of Critical Care Medicine,Guangdong Provincial Hospital of Chinese Medicine,Guangzhou,Guangdong 510120,China;Department of Critical Care Medicine,the Second Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou,Guangdong 510120,China)
出处
《医药前沿》
2024年第34期31-34,共4页
Journal of Frontiers of Medicine
