CBL-PBL双轨教学法在规培护士《手术室护理实践指南》培训中的应用研究
Study on the Application of the Case-Based Learning-Problem-Based Learning Dual-Track Teaching Method in the Training of Standardized Training of Nurses Using the Operating Room Nursing Practice Guidelines
DOI: 10.12677/ns.2025.1412318, PDF,    科研立项经费支持
作者: 徐 凤*, 章志伟, 沙 娟, 徐 英, 蔡紫微, 蒋月超#：南昌大学第一附属医院麻醉手术部，江西 南昌
关键词: 基于案例；基于问题；双轨教学法；手术室；护理；规范化培训；Case-Based； Problem-Based； Dual-Track Teaching Method； Operating Room； Nursing； Standardized Training
摘要: 目的：探讨基于案例的学习(case-based learning, CBL)与基于问题的学习(problem-based learning, PBL)双轨教学法在规培护士《手术室护理实践指南》培训中的应用效果。方法：选取2023年1月~2023年12月入职的规培护士为对照组，共62例，2024年1月~2024年12月入职的规培护士为观察组，共63例。对照组给予基于讲义的教学法(lecture-based learning, LBL)，观察组给予“CBL-PBL双轨教学法”。对两组的专科知识水平、临床操作能力进行考核，并对其批判性思维能力和教学满意度进行调查评估和比较。结果：对照组的理论知识和专业技能得分分别为(84.24 ± 5.93)和(84.26 ± 6.73)，观察组分别为(92.26 ± 4.49)和(90.69 ± 4.90)。与对照组相比，观察组理论和专业技能成绩有显著提高，差异均有统计学意义(P < 0.05)。观察组对教学的满意度(30.02 ± 3.02)显著高于对照组(25.21 ± 3.43)，差异有统计学意义(P < 0.05)。观察组在批判性思维能力总分及其三个维度方面均优于对照组，差异均有统计学意义(P < 0.05)。结论：CBL-PBL双轨教学法在规培护士《手术室护理实践指南》培训中具有显著优势，能够有效提升护士的学习效果和临床思维能力，提高教学满意度。
Abstract: Objective: To explore the effectiveness of a dual-track teaching method combining case-based learning (CBL) and problem-based learning (PBL) in the training of standardized training nurses using the Operating Room Nursing Practice Guidelines. Methods: A total of 62 standardized training nurses who joined between January 2023 and December 2023 were assigned to the control group, and 63 standardized training nurses who joined between January 2024 and December 2024 were assigned to the observation group. The control group received lecture-based learning (LBL), while the observation group received a “CBL-PBL dual-track teaching method”. Both groups were assessed on their specialty knowledge and clinical skills. In addition, critical thinking ability and teaching satisfaction were surveyed and compared. Results: Theoretical knowledge and professional skills scores of the control group were (84.24 ± 5.93) and (84.26 ± 6.73), respectively, while the observation group scored (92.26 ± 4.49) and (90.69 ± 4.90), respectively. Compared with the control group, the observation group showed significantly higher scores in both theoretical and practical skills, with statistically significant differences (P < 0.05). The teaching satisfaction score of the observation group (30.02 ± 3.02) was significantly higher than that of the control group (25.21 ± 3.43), with a statistically significant difference (P < 0.05). The observation group also outperformed the control group in overall critical thinking ability and in three specific dimensions, with statistically significant differences (P < 0.05). Conclusion: The CBL-PBL dual-track teaching method demonstrates significant advantages in the training of standardized training nurses using the Operating Room Nursing Practice Guidelines. It effectively enhances learning outcomes, clinical thinking skills, and teaching satisfaction.
文章引用：徐凤, 章志伟, 沙娟, 徐英, 蔡紫微, 蒋月超. CBL-PBL双轨教学法在规培护士《手术室护理实践指南》培训中的应用研究[J]. 护理学, 2025, 14(12): 2408-2415. https://doi.org/10.12677/ns.2025.1412318

参考文献

[1] Kuy, S. and Romero, R.A.L. (2017) Improving Staff Perception of a Safety Climate with Crew Resource Management Training. Journal of Surgical Research, 213, 177-183. [Google Scholar] [CrossRef] [PubMed]
[2] Bi, M., Zhao, Z., Yang, J. and Wang, Y. (2019) Comparison of Case-Based Learning and Traditional Method in Teaching Postgraduate Students of Medical Oncology. Medical Teacher, 41, 1124-1128. [Google Scholar] [CrossRef] [PubMed]
[3] Zhao, W., He, L., Deng, W., Zhu, J., Su, A. and Zhang, Y. (2020) The Effectiveness of the Combined Problem-Based Learning (PBL) and Case-Based Learning (CBL) Teaching Method in the Clinical Practical Teaching of Thyroid Disease. BMC Medical Education, 20, Article No. 381. [Google Scholar] [CrossRef] [PubMed]
[4] Barrows, H.S. (1986) A Taxonomy of Problem‐Based Learning Methods. Medical Education, 20, 481-486. [Google Scholar] [CrossRef] [PubMed]
[5] Neufeld, V.R. and Barrows, H.S. (1974) The “McMaster Philosophy”: An Approach to Medical Education. Academic Medicine, 49, 1040-50. [Google Scholar] [CrossRef] 
[6] Azer, S.A. and Azer, D. (2014) Group Interaction in Problem‐Based Learning Tutorials: A Systematic Review. European Journal of Dental Education, 19, 194-208. [Google Scholar] [CrossRef] [PubMed]
[7] McKendree, J. (2010) Experiences of Problem‐Based Learning in the UK. The Clinical Teacher, 7, 262-265. [Google Scholar] [CrossRef] [PubMed]
[8] Liu, Y., Xu, Y., Li, Y. and Wu, Q. (2020) Application of Problem-Based Learning and Case-Based Learning Integrated Method in the Teaching of Maxillary Sinus Floor Augmentation in Implant Dentistry. PeerJ, 8, e8353. [Google Scholar] [CrossRef] [PubMed]
[9] Yang, W., Li, H., Su, A. and Ding, L. (2023) Application of Problem Based Learning (PBL) and Case Based Learning (CBL) in the Teaching of International Classification of Diseases Encoding. Scientific Reports, 13, Article No. 15220. [Google Scholar] [CrossRef] [PubMed]
[10] Du, Y. and Li, J. (2025) Incorporating Multidisciplinary Treatment and the CBL-PBL Dual-Track Teaching Model for the Diagnosis and Treatment Education of Psoriatic Arthritis. Asian Journal of Surgery, 48, 1811-1812. [Google Scholar] [CrossRef] [PubMed]
[11] Zhang, M. and Hu, W. (2024) Application of PBL Combined with CBL Teaching Method in Clinical Teaching of Vascular Surgery. PLOS ONE, 19, e0306653. [Google Scholar] [CrossRef] [PubMed]
[12] Seo, Y.H. and Lim, S.O. (2024) Effect of PBL-INP Education on Nursing Process Confidence and Critical Thinking Deposition among Nursing Students. Studies in Health Technology and Informatics, 315, 645-646. [Google Scholar] [CrossRef] [PubMed]
[13] 顾登宇, 王琛, 徐府奇, 等. PBL联合CBL教学法在麻醉护理实习生临床教学中的应用[J]. 护理学报, 2023, 30(6): 12-14.
[14] Nair, S.P., Shah, T., Seth, S., et al. (2013) Case Based Learning: A Method for Better Understanding of Biochemistry in Medical Students. Journal of Clinical and Diagnostic Research, 7, 1576-1578. [Google Scholar] [CrossRef] [PubMed]
[15] Colliver, J.A. (2000) Effectiveness of Problem-Based Learning Curricula: Research and Theory. Academic Medicine, 75, 259-266. [Google Scholar] [CrossRef] [PubMed]
[16] Sangam, M.R., K, P., G, V., Bokan, R.R., Deka, R. and Kaur, A. (2021) Efficacy of Case-Based Learning in Anatomy. Cureus, 13, e20472. [Google Scholar] [CrossRef] [PubMed]
[17] Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., et al. (2012) The Effectiveness of Case-Based Learning in Health Professional Education. A BEME Systematic Review: BEME Guide No. 23. Medical Teacher, 34, e421-e444. [Google Scholar] [CrossRef] [PubMed]
[18] Wosinski, J., Belcher, A.E., Dürrenberger, Y., Allin, A., Stormacq, C. and Gerson, L. (2018) Facilitating Problem-Based Learning among Undergraduate Nursing Students: A Qualitative Systematic Review. Nurse Education Today, 60, 67-74. [Google Scholar] [CrossRef] [PubMed]
[19] 杨宝霞, 崔秋艳. 手术室新护士教学方法的研究进展[J]. 当代护士, 2018, 25(25): 11-13.
[20] Zhang, P., Li, J., Wang, M. and Zhang, F. (2022) Application of PBL Combined with CBL Teaching Mode in Clinical Training of Hematology Department. OALib, 9, 1-8. [Google Scholar] [CrossRef] 
[21] Sun, Y., Yin, Y., Wang, J., Ding, Z., Wang, D., Zhang, Y., et al. (2022) Critical Thinking Abilities among Newly Graduated Nurses: A Cross‐Sectional Survey Study in China. Nursing Open, 10, 1383-1392. [Google Scholar] [CrossRef] [PubMed]
[22] Xie, J., Wang, L., Wang, S., Duan, Y., Wang, K., Zhong, Z., et al. (2021) What Influences New Graduate Nurses’ Core Competencies Transformation to Clinical in China? A Cross-Sectional Study. Nurse Education Today, 100, Article ID: 104855. [Google Scholar] [CrossRef] [PubMed]
[23] Guo, Q., Ke, W., Zeng, Z., Liu, J., Chen, M., Qiu, Q., et al. (2024) Application of the Combined Problem-Based Learning and Case-Based Learning Teaching in Urinalysis Course of Diagnostics. MedEdPublish, 14, Article 43. [Google Scholar] [CrossRef] 
[24] Martirosov, A.L., Alex, J., Doane, A., Patel, R., Aprilliano, B. and Kale-Pradhan, P. (2023) Podcasts and Videos and Slides…Oh My! Traditional Vs. Nontraditional Teaching Methods in Remote Settings. Currents in Pharmacy Teaching and Learning, 15, 587-592. [Google Scholar] [CrossRef] [PubMed]
[25] Imran, M., Baig, M., Murad, M.A. and Almurashi, S.H. (2022) Factors Disturbing Undergraduate Students’ Interaction during Lectures: A University-Based Survey. Pakistan Journal of Medical Sciences, 38, 1945-1951. [Google Scholar] [CrossRef] [PubMed]
[26] Zhao, L., Liu, X. and Su, Y. (2021) The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course. Sustainability, 13, Article 2888. [Google Scholar] [CrossRef] 
[27] Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., et al. (2022) The Clinical Learning Environment, Supervision and Future Intention to Work as a Nurse in Nursing Students: A Cross-Sectional and Descriptive Study. BMC Medical Education, 22, Article No. 548. [Google Scholar] [CrossRef] [PubMed]

为你推荐