引用本文:申梅英 马银华 王萍 张泽玉 梁辉辉.基于Mini-CEX评价的可视化思维导图在普外科护生实习教学中的应用[J].中华医学教育探索杂志,2022,(3):363~367
基于Mini-CEX评价的可视化思维导图在普外科护生实习教学中的应用
Application of visual mind mapping based on Mini-CEX evaluation in the practical teaching of nursing students in department of general surgery
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中文关键词:  可视化思维导图  案例教学  迷你临床演练评估  普外科  护生
英文关键词:Visual mind mapping  Case-based learning  Mini-clinical evaluation exercise  Department of general surgery  Nursing student
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申梅英 马银华 王萍 张泽玉 梁辉辉 攀枝花市中心医院(攀枝花学院临床医学院)普外科攀枝花 617067 
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中文摘要:
      目的 探讨基于迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)评价的可视化思维导图结合案例教学对提高普外科护生学习能力及教学满意度影响的研究。方法 选取2019年9月至2020年7月在攀枝花市中心医院(攀枝花学院临床医学院)普外科轮转的实习护生120人,按照随机数字表法分为对照组和研究组,每组60人。对照组采用传统带教,研究组采用基于Mini-CEX评价的可视化思维导图结合案例教学。培训结束后通过理论和护理实践操作考核来评价普外科护生的临床综合能力,通过自制问卷调查分析护生的自主学习能力和教学满意度。采用SPSS 22.0进行t检验和卡方检验。结果 研究组护生的理论和护理实践操作考核得分均高于对照组[(95.01±3.52) vs. (83.26±4.05);(96.14±3.22) vs. (81.17±4.30),差异有统计学意义(P=0.001)。轮转培训前,研究组和对照组自我动机信念、任务分析、自我监控及调节和自我评价4个方面得分对比差异无统计学意义(P >0.05)。轮转培训后,4个方面得分均高于对照组,差异有统计学意义(P<0.05)。研究组护生在教学计划是否合理安排、教学模式是否新颖、是否有助于提升临床护理技能、是否有助于提升护患沟通能力、是否有助于提升突发事件应变能力、是否有助于提升自主学习能力及整体教学满意度7个方面均优于对照组,差异有统计学意义(P=0.001)。结论 基于Mini-CEX评价的可视化思维导图结合案例教学应用于普外科护生临床教学培训,可有效提高护理教学效果及教学满意度,提升护生的学习能力,进而提高普外科护生护理水平。
英文摘要:
      Objective To explore the effect of visual mind mapping based on Mini-CEX evaluation combined with case-based learning (CBL) on improving the learning ability and teaching satisfaction of nursing students in department of general surgery. Methods A total of 120 nurses rotating in the Department of General Surgery, Panzhihua Central Hospital (Clinical Medical College of Panzhihua University) from September 2019 to July 2020 were selected as research objects, and randomly divided into a control group and a study group, with 60 nurses in each group. The control group used traditional teaching, and the study group used visual mind mapping based on Mini-CEX evaluation combined with CBL. After the training, the clinical comprehensive ability of the nurses was evaluated by theoretical and practical assessment, and the self-learning ability and teaching satisfaction of the nurses were analyzed through self-made questionnaire survey. SPSS 22.0 was used for t test and chi-square test. Results The theoretical and practical assessment scores of nursing students in the study group were significantly higher than those in the control group [(95.01±3.52) vs. (83.26±4.05); (96.14±3.22) vs. (81.17±4.30)] (P=0.001). Before the rotation training, there was no statistical difference between the study group and the control group in the scores of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation (P>0.05). After the rotation training, the scores of above 4 aspects were significantly higher in study group than the control group (P<0.05). The nurse trainees in the study group were significantly superior to those in control group in the following 7 aspects: reasonable arrangement of the teaching plan, novelty of the teaching mode, improvement of clinical nursing skills, improvement of the nurse-patient communication ability, improvement of the emergency response ability, and overall teaching satisfaction (P=0.001). Conclusion Visual mind mapping based on Mini-CEX evaluation combined with CBL applied to clinical teaching training of nursing students in the department of general surgery can effectively improve the effectiveness of nursing teaching and teaching satisfaction, improve the learning ability of nurses, and improve the nursing level of nursing students in the department of general surgery.
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