Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department
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摘要:
目的 探讨PBL+循证护理教学法在急诊科实习护生批判性思维能力培养中的应用效果。 方法 选取2020年12月至2021年12月在云南省某三甲医院急诊科实习的100名护生为研究对象，按入科先后编号后，奇数组为对照组，偶数组为干预组，每组50名。对照组采用传统教学，干预组采用PBL+循证护理教学法，该教学法由“循证护理理论授课→PBL小组讨论→护理查房成果汇报→教师指导”4个逐渐递进的环节组成。干预后采用批判性思维能力测量表、教学效果自评问卷及理论考试进行评价。 结果 干预后干预组实习护生批判性思维能力评分、教学效果自评问卷得分、理论成绩得分均优于对照组（P < 0.05）。 结论 在急诊科临床带教中，结合科室特色采用PBL+循证护理教学法有助于提升实习护生的批判性思维能力和理论成绩，可提高教学效果评价。 Abstract:Objective To explore the application effect of PBL and evidence-based teaching method in clinical teaching of nursing students in emergency department. Method A total of 100 nursing students who practiced in the emergency department of a level A tertiary hospital in Yunnan Province from December 2020 to December 2021 were selected as the research subjects. The odd-numbered students were included in the control group, and the even-numbered students were included in the intervention group, with 50 students in each group. The control group received traditional training, and the intervention group received PBL+ evidence-based nursing training , which consisted of four progressive steps: evidence-based nursing theory teaching, PBL group discussion, nursing round report and teacher guidance. After intervention, critical thinking ability scale, teaching effect self-assessment questionnaire and theory test were used to evaluate. Results The scores of critical thinking ability, teaching effect self-assessment questionnaire and theoretical score of nursing students in the intervention group were better than those in the control group （P < 0.05）. Conclusion PBL teaching method and evidence-based teaching method combined with the characteristics of the department in the clinical teaching of emergency department is helpful to improve the critical thinking ability and theoretical performance of nursing students and improve the evaluation results of teaching effect. -
Key words:
- Evidence-based nursing education /
- PBL teaching method /
- Nursing education
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表 1 2组护生一般资料比较[n（%）]
Table 1. Comparison of general data between two groups of nursing students[n（%）]
项目 对照组（n = 50） 干预组（n = 50） χ2 P 年龄 18～21 16（32.0 ） 23（46.0） 2.06 0.15 22～25 34（72.0） 27（54.0） 性别 男 3（6.0） 5（10.0） 0.14 0.71 女 47（94.0） 45（90.0） 学历 本科 16（32.0） 19（38.0） 0.66 0.72 专升本 25（50.0） 21（42.0） 专科 9（18.0） 10（20.0） 
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表 2 培训后2组护生批判性思维能力评分比较[（
$ \bar x \pm s $ ），分]Table 2. Comparison of critical thinking ability scores between two groups of nursing students[（
$ \bar x \pm s $ ），scores]维度 对照组（n = 50） 干预组（n = 50） t P 总分 247.86 ± 17.72 287.50 ± 22.95 − 9.67 < 0.001* 寻求真相 29.20 ± 9.74 38.98 ± 4.47 −6.45 < 0.001* 思想开放 34.58 ± 5.29 40.68 ± 5.20 −5.82 < 0.001* 分析能力 39.08 ± 4.86 42.76 ± 4.87 −3.78 < 0.001* 系统化能力 35.46 ± 4.59 40.20 ± 5.40 −4.72 < 0.001* 批判性思维的自信心 38.78 ± 7.96 41.76 ± 5.55 −2.17 0.032* 求知欲 39.30 ± 5.68 44.32 ± 5.53 −4.48 < 0.001* 认知成熟度 31.46 ± 10.54 38.8 ± 6.12 −4.26 < 0.001* *P < 0.05。
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表 3 培训后2组护生教学效果自评得分和理论分数比较[（
$ \bar x \pm s $ ），分]Table 3. Comparison of self-evaluation score and theoretical score of teaching effect between two groups of nursing students after training[（
$ \bar x \pm s $ ），scores]项目 对照组（n = 50） 干预组（n = 50） t P 教学效果自评得分 8.50 ± 2.53 15.10 ± 2.24 −13.82 < 0.001* 理论分数 58.50 ± 4.46 70.75 ± 3.60 −15.11 < 0.001* *P < 0.05。
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