引用本文:陶钰1 吴林珂2 俞颖3 徐青2.PBL/CBL联合PCMC在呼吸内科护士规范化培训带教中的应用[J].中华医学教育探索杂志,2022,(3):359~362
PBL/CBL联合PCMC在呼吸内科护士规范化培训带教中的应用
Comparison of PBL and CBL combined with PCMC in standardized training of nurses in department of respiratory medicine
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中文关键词:  启发式临床医学教学  以问题为基础的学习  案例教学  呼吸内科  规范化培训
英文关键词:Problem-originated clinical medicine curriculum  Problem-based learning  Case-based learning  Department of respiratory medicine  Standardized training
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作者单位
陶钰1 吴林珂2 俞颖3 徐青2 1南京医科大学附属南京医院/南京市第一医院呼吸内科监护室南京 2100062南京医科大学附属南京医院/南京市第一医院呼吸内科南京 2100063南京医科大学附属南京医院/南京市第一医院内科南京 210006 
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中文摘要:
      目的 观察以问题为基础的学习(problem-based learning,PBL)与以案例为基础的学习法(case-based learning,CBL)联合启发式临床医学教学(problem-originated clinical medicine curriculum,PCMC)在呼吸内科规范化培训护士中的带教效果。方法 将南京医科大学附属南京医院/南京市第一医院呼吸内科2019年4月至2020年3月接收的31名规范化培训护士作为对照组,采用CBL联合PCMC教学。将本院呼吸内科2020年4月至2021年3月接收的31名规范化培训护士作为观察组,采用PBL联合PCMC教学。均教学3个月。比较两组出科考核成绩、带教前后的工作能力、对带教方法的认可度。采用SPSS 25.0进行t检验和卡方检验。结果 带教后,观察组出科理论考核和实践考核成绩均高于对照组[(92.58±5.25) vs. (86.80±6.74);(90.05±6.27) vs. (85.64±7.23)];两组领导能力、临床护理能力、教育与咨询能力、人际关系能力、法律伦理实践能力、专业发展能力、批判性思维和科研能力得分及工作能力总分均较带教前升高(P<0.05),且带教后观察组上述各维度评分及总分均高于对照组(P<0.05);观察组对带教方法明确学习重点、调动学习积极性、拓宽知识面、增强团体协作、提高护患沟通能力、培养评判性思维、促进师生沟通的认可度评分均高于对照组(P<0.05)。结论 在呼吸内科规范化培训护士中应用PCMC联合PBL不仅有助于提高考核成绩,还可增强其工作能力,得到其认可。
英文摘要:
      Objective To observe and compare the teaching effects of problem-based learning (PBL) and case-based learning (CBL) combined with problem-originated clinical medicine curriculum (PCMC) on standardized training of nurses in the department of respiratory medicine. Methods Thirty-one standardized training nurses from the Department of Respiratory Medicine, Nanjing Hospital Affiliated to Nanjing Medical University/Nanjing First Hospital during April 2019 to March 2020 were taken as the control group, and CBL combined with PCMC was used for teaching. Another 31 nurses from April 2020 to March 2021 were taken as the observation group, using PBL combined with PCMC teaching. Both teaching period lasted for 3 months. The examination results, their work ability before and after training and their recognition of teaching methods were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results The scores of academic and practical evaluation were significantly higher in the observation group than the control group [(92.58±5.25) vs. (86.80±6.74); (90.05±6.27) vs. (85.64±7.23)]. After the training, the scores of leadership, clinical nursing, education and consultation, interpersonal relationship, legal and ethical practice, and professional development, critical thinking and scientific research and the total scores of working ability were significantly improved than before the training (P<0.05), and the scores of the above dimensions of the observation group were significantly higher than those of the control group (P<0.05). In addition, the observation group's recognition scores of teaching methods to clarify the learning focus, mobilize learning enthusiasm, broaden knowledge, enhance group collaboration, improve nurse-patient communication skills, cultivate critical thinking, and promote teacher-student communication were significantly higher than those of the control group (P<0.05). Conclusion The application of PCMC combined with PBL in the standardized training of nurses in the department of respiratory medicine not only helps to improve the assessment results, but also enhances their working ability and is recognized by them.
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