以PBL为主导的早期接触临床教学模式在《外科护理学》教学中的探索式应用

The Exploratory Application of Early Contact Clinical Teaching Mode Dominated by PBL in the Teaching of Surgical Nursing

摘要: 目的：探讨以PBL为主导的早期接触临床教学模式在《外科护理学》教学中的探索式应用。方法：选取进入临床实习的两个平行护理班作为研究对象，一个班为对照组，按照传统的教学授课模式进行教学；另一个班作为实验组，以PBL为主导的早期接触临床教学模式进行教学。观察2组对象每次在教学完成后一周学习效能情况和期末考试病例分析和技能测试成绩考评。结果：与对照组比较，实验组学习能力自我效能感评分和学习行为效能感评分均升高，且随着教学时间的延长效果越明显(P < 0.05)。与对照组比较，实验组学生在临床诊断、护理诊断、护理措施及治疗原则等方面成绩均明显升高，比较差异有统计学意义(P < 0.05)。实验组学生在护理病例书写能力、解决专业问题能力、护患关系处理能力及其他能力方面成绩均高于对照组，比较差异有统计学意义(P < 0.05)。结论：实施以PBL为主导的早期接触临床教学模式在《外科护理学》教学中可提高学生学习的兴趣和激发学生的求知欲，能启发学生主动探索式学习，从而提高临床护理教学质量。

Abstract: Aims: To explore the exploratory application of early contact clinical teaching mode dominated by PBL in the teaching of Surgical Nursing. Methods: Two parallel nursing classes in clinical practice were selected as the research objects, and one class was the control group, which was taught according to the traditional teaching mode. Another class, as the experimental group, was taught in the early exposure clinical teaching mode dominated by PBL. The two groups of subjects were observed one week after the completion of each teaching, learning efficacy, final examination case analysis and skill test scores. Results: Compared with the control group, the scores of learning ability self-efficacy and learning behavior self-efficacy in the experimental group were increased, and the effect was more obvious with the extension of teaching time (P < 0.05). Compared with the control group, the scores of clinical diagnosis, nursing diagnosis, nursing measures and treatment principles of the experimental group were significantly higher, and the differences were statistically significant (P < 0.05). The scores of nursing case writing ability, professional problem solving ability, nurse-patient relationship handling ability and other abilities of the experimental group were higher than those of the control group, and the differences were statistically significant (P < 0.05). Conclusions: The implementation of early contact clinical teaching mode dominated by PBL can improve students’ interest in learning and stimulate students’ desire for knowledge in the teaching of surgical nursing, and can inspire students’ dynamic exploratory learning, so as to improve the quality of clinical nursing teaching.