The Application of “Modular Teaching Method” in the Nursing Teaching of Nephrology Department
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摘要:
目的 探讨肾内科护理带教中“模块化教学法”的应用效果，为临床教学提供参考。 方法 选择2019年7月至2021年7月在昆明医科大学第一附属医院肾内科实习的本科护生作为研究对象，随机分为对照组（n = 96）与实验组（n = 96）。对照组采用传统教学法，实验组在传统教学法的基础上采用模块教学法。比较2组入科、出科理论、操作、临床综合能力考试成绩情况，并采用匿名调查形式评价教学满意度。 结果 2组理论、操作、临床综合能力入科考试成绩比较（P > 0.05）；组内比较，2组出科成绩均高于入科成绩（P < 0.05）；组间比较，实验组出科成绩均高于对照组（P < 0.05）。实验组满意度98.96%（95/96），显著高于对照组88.54%（85/96），差异有统计学意义（P < 0.05）。 结论 肾内科护理带教中“模块化教学法”的应用可提高护生理论、操作、临床综合能力考试成绩，提高护生对教学质量的满意度。 Abstract:Objective To explore the application effect of “modular teaching method” in the nursing teaching of the Nephrology Department, and to provide the reference for the clinical teaching. Methods 192 undergraduate nursing students practicing in the Department of Nephrology in our hospital from July 2019 to July 2021 were randomly divided into the control group and the experimental group, with 96 cases in each group. In the control group, the traditional teaching methods was used, while in the experimental group, the modular teaching method on the basis of the traditional teaching method was applied. The scores of theory, operation and clinical comprehensive ability examination were compared between the two groups, and the teaching satisfaction was evaluated by anonymous survey. Results There was no significant difference in the scores of theory, operation and clinical comprehensive ability entrance examination between the two groups （P > 0.05）; Comparing between the two groups, the graduation scores of the two groups were higher than the enrollment scores, and the difference was statistically significant （P < 0.05）; The results of the experimental group were significantly higher than those of the control group （P < 0.05）. The satisfaction of 98.96% （95 / 96） in the experimental group was significantly higher than 88.54% （85 / 96） in the control group （P < 0.05）. Conclusion The application of “modular teaching method” in the nursing teaching of the nephrology department can improve the examination results of nursing students' comprehensive ability of theory, operation and clinic, and improve their satisfaction with the teaching quality. -
表 1 实验组与对照组2组一般资料比较[（
$\bar x \pm s$ ）/n（%）]Table 1. Comparison of the general data between the two groups [（
$\bar x \pm s$ ）/n（%）]项目 性别 年龄（岁） 男 女 对照组（n = 96） 3（3.12） 93（96.8） 20.67 ± 0.85 实验组（n = 96） 2（2.08） 94（97.9） 20.62 ± 0.88 χ2/t 0.20 0.13 P 0.65 0.22 
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表 2 2组理论考试情况对比[（
$ \bar x \pm s $ ），分]Table 2. Comparison of the theory examination between the two groups [（
$\bar x \pm s$ ），Points]组别 入科 出科 t P 对照组（n = 96） 87.63 ± 2.57 91.35 ± 1.89 11.425 < 0.001* 实验组（n = 96） 87.56 ± 2.64 95.47 ± 1.35 26.138 < 0.001* t 0.186 17.380 P 0.853 P < 0.001* 2组间进行比较， *P < 0.05。
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表 3 2组操作考试情况对比[（
$ \bar x \pm s $ ），分]Table 3. Comparison of the operation test between the two groups [（
$\bar x \pm s$ ），Points]组别 入科 出科 t P 对照组（n = 96） 84.65 ± 2.32 90.17 ± 1.73 18.689 < 0.001* 实验组（n = 96） 84.59 ± 2.36 95.19 ± 1.28 38.684 < 0.001* t 0.178 22.855 P 0.859 P < 0.001* 2组间进行比较， *P < 0.05。
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表 4 2组临床综合能力对比[（
$ \bar x \pm s $ ），分]Table 4. Comparison of the Clinical synthesis ability between the two groups [（
$\bar x \pm s$ ），Points]组别 入科 出科 t P 对照组（n = 96） 89.47 ± 3.38 96.48 ± 2.65 15.992 P < 0.001* 实验组（n = 96） 89.52 ± 3.35 99.17 ± 1.74 25.047 P < 0.001* t 0.103 8.314 P 0.918 P < 0.001* 2组间进行比较， *P < 0.05。
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表 5 2组带教满意度对比n（%）
Table 5. Comparison of the satisfaction of teaching between the two groups n（%）
组别 满意 一般 不满意 满意度 对照组（n = 96） 54（56.25） 31（32.29） 11（11.46） 85（88.54） 实验组（n = 96） 84（87.50） 11（11.46） 1（1.04） 95（98.96） χ2 − − − 8.889 P − − − 0.003* 2组间进行比较， *P < 0.05。
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