| 基金项目:2017年广州医科大学教育科学规划课题立项(21);2018年广州医科大学附属第一医院教学类培育项目(2018P07) |
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| 中文摘要: |
| 目的 探索动态病例情景模拟联合行为回放式教学在实习护生临床创伤急救教学中的应用效果。方法 选取2017年12月至2018年11月在广州医科大学附属第一医院急诊科实习的80名本科护生，随机分为试验组和对照组（每组40人）。试验组采用动态病例情景模拟联合行为回放式教学法，对照组采取传统的教学方法授课。两组护生创伤教学时间（8学时）和实习大纲一致。授课结束后进行创伤理论知识及操作技能考核，分析两组护生成绩、教学满意度，以及试验组的教学评价。采用SPSS 19.0进行t检验。结果 实习结束后，对照组护生的创伤理论考核成绩及临床操作技能考核成绩分别为（73.40±7.11）分和（78.69±8.71）分，试验组护生创伤理论考核成绩及临床操作技能考核成绩分别为（78.09±6.84）分和（85.34±6.43）分，两组比较差异均有统计学意义（P<0.05）。试验组护生对教学安排总体满意度高于对照组[（98.34±2.19）vs.（94.94±2.58），P<0.01]，且大部分[97.5%（39/40）]希望继续应用动态病例情景模拟联合行为回放式教学法进行创伤教学。结论 动态病例情景模拟联合行为回放式教学可以提高实习护生的创伤应急能力，提升教学满意度和教学效果。 |
| 英文摘要: |
| Objective To explore the application effect of dynamic case scenario simulation combined with video playback in the teaching of trauma emergency for nursing interns. Methods A total of 80 nursing interns who had internship in the Department of Emergency, The First Affiliated Hospital of Guangzhou Medical University from December 2017 to November 2018 were recruited in the study, and they were randomly divided into experimental group and control group (40 nurses per group). The dynamic case scenario simulation combined with video playback method was applied in the experimental group, and the traditional teaching method was used in the control group. Both groups had the same teaching hours (8 class hours) and trauma practice outline. Trauma theoretical knowledge and operational skills of the two groups were assessed, and the scores of nursing students in the two groups, teaching satisfaction and teaching evaluation in the experimental group were analyzed. SPSS 19.0 was used for t test. Results The trauma theoretical knowledge assessment results and clinical operation skills assessment scores of control group were (73.40±7.11) points and (78.69±8.71) points, respectively, and those of experimental group were (78.09±6.84) points and (85.34±6.43) points respectively, with a statistical difference between the two groups (P<0.05). The overall satisfaction of nursing students in the experimental group was higher than that in the control group [(98.34±2.19) vs. (94.94±2.58), P<0.01]. Most of nursing students (97.5%, 39/40) in the experimental group hoped to apply dynamic case scenario simulation combined with video playback method in the future. Conclusion The dynamic case scenario simulation combined video playback method could enhance the trauma emergency ability of the nursing interns and improve the teaching satisfaction and teaching effect. |
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