Application of Rain Classroom Combined Scenario Simulation Based on Target Teaching Theory in Teaching Intern Nursing Students in Radiotherapy Department
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摘要:
目的 探讨基于Bloom目标教学理论的雨课堂联合情景模拟教学法在放射治疗科实习护生带教中的应用效果。 方法 将120例在放射治疗科实习护生按入科先后编号后分为干预组和对照组各60例。对照组采取放射治疗科常规临床护理带教。干预组在放射治疗科常规临床护理带教基础上采取基于Bloom目标教学理论的雨课堂联合情景模拟教学法带教。均实习1个月,出科时采用问卷调查、理论成绩及操作成绩评价带教效果。 结果 实习结束时干预组护生评判性思维评分,理论、操作成绩及带教满意度明显高于对照组(P < 0.05)。 结论 基于Bloom目标教学理论的雨课堂联合情景模拟教学法可显著提高实习护生的评判性思维能力,理论、操作成绩和实习带教满意度。 Abstract:Objective To explore the application effect of rain classroom combined scenario simulation teaching method based on Bloom’s target teaching theory in the teaching of intern nursing students in the radiotherapy department. Methods 120 nursing students were divided into intervention group and control group, 60 in each group. The control group received routine clinical nursing instruction in the radiotherapy department. The intervention group took the rain classroom combined with the scenario simulation teaching method based on Bloom’s target teaching theory on the basis of routine clinical nursing teaching in the radiotherapy department. The practice period is one month, and questionnaires, theoretical scores and operational scores are used to evaluate the teaching effect when leaving the course. Results At the end of the practice, the nursing students in the intervention group had significantly higher scores of critical thinking, theory, operation and teaching satisfaction than the control group (P < 0.05). Conclusion The rain classroom combined scenario simulation teaching method based on Bloom’s target teaching theory can significantly improve the critical thinking ability, theoretical and operational performance and satisfaction of practice teaching of nursing students. -
表 1 2组实习护生一般资料比较[(
$ \bar x \pm s $ )/n(%)]Table 1. Comparison of general information of the two groups of interns [(
$ \bar x \pm s $ )/n(%)]项目 干预组(n = 60) 对照组(n = 60) t/χ2 P 年龄(岁) 20.78 ± 0.90 20.92 ± 1.06 −0.741 0.710 性别 男 5(8.30) 8(13.30) 0.776 0.378 女 55(91.70) 52(86.70) 学历 本科 14(23.33) 16(26.67) 0.178 0.673 专科 46(76.67) 44(73.33) 班干部 是 15(25.00) 16(26.70) 0.043 0.835 否 45(75.00) 44(73.30) 独生子女 是 7(11.70) 12(20.00) 1.563 0.211 否 53(88.30) 48(80.00) 生源地 城镇 10(16.70) 6(10.00) 1.154 0.283 农村 50(83.30) 54(90.00) 入科时理论成绩(分) 48.22 ± 5.83 48.40 ± 4.93 0.186 0.853 入科时操作成绩(分) 14.88 ± 2.66 15.40 ± 2.29 1.142 0.256 表 2 放射治疗科实习护生教学目标及教学内容
Table 2. Teaching contents and teaching objectives of nursing students in the radiotherapy department
教学目标领域 教学内容 教学方法 认知领域 1.肿瘤放射治疗概述
2.放射治疗的临床应用
3.头颈部、胸部、腹盆肿瘤放疗患者常见副反应预防及护理
4.放疗患者的健康教育雨课堂 情感领域 1.人文关怀
2.责任心、爱心与共情能力和同理心
3.紧急应对心理素质情景模拟 技能领域 1.放疗常见副反应的护理要点
2.放疗急症的抢救及护理
3.肿瘤患者心理评估及干预
4.沟通技巧及表达艺术情景模拟 表 3 2组实习护生干预前后评判性思维能力得分比较[(
$ \bar x \pm s $ ),分]Table 3. Comparison of critical thinking ability scores of the two groups of interns before and after intervention [(
$ \bar x \pm s $ ),scores]项目 组别 干预前 干预后 t P 寻找真相 干预组 32.40 ± 7.64 38.50 ± 6.84 −4.402 < 0.001* 对照组 32.07 ± 5.75 35.63 ± 7.15 −3.189 0.002* t 0.270 2.244 P 0.788 0.027* 开放思想 干预组 38.23 ± 5.71 42.28 ± 5.67 −4.093 < 0.001* 对照组 38.20 ± 5.47 40.07 ± 5.19 −1.775 0.081 t 0.033 2.233 P 0.974 0.027* 分析能力 干预组 40.82 ± 4.12 44.07 ± 5.64 −3.568 < 0.001* 对照组 41.28 ± 4.47 41.87 ± 4.57 −0.665 0.509 t −0.595 2.348 P 0.553 0.021* 系统化能力 干预组 36.65 ± 4.47 42.33 ± 5.80 −6.924 < 0.001* 对照组 36.77 ± 3.85 38.85 ± 4.80 −2.547 0.013* t −0.153 3.583 P 0.878 < 0.001* 评判性思维的自信心 干预组 38.53 ± 6.01 41.85 ± 6.78 −2.804 0.007* 对照组 38.60 ± 5.87 39.27 ± 5.96 −0.596 0.553 t −0.061 2.216 P 0.951 0.029* 求知欲 干预组 42.73 ± 5.52 48.08 ± 4.87 −5.663 < 0.001* 对照组 43.52 ± 6.04 43.58 ± 6.99 −0.055 0.957 t −0.742 4.090 P 0.460 < 0.001* 认知成熟度 干预组 36.43 ± 7.27 43.45 ± 5.75 −5.556 < 0.001* 对照组 37.20 ± 7.15 39.10 ± 6.00 −1.671 0.100 t −0.582 4.053 P 0.561 < 0.001* 总分 干预组 265.80 ± 21.74 300.57 ± 24.99 −8.180 < 0.001* 对照组 267.63 ± 18.83 278.37 ± 23.72 −2.581 0.012* t −0.494 4.990 P 0.622 < 0.001* *P < 0.05。 表 4 2组实习护生实习结束时理论、操作成绩比较[(
$ \bar x \pm s $ ),分]Table 4. Comparison of the theoretical and operational scores of the two groups of intern nursing students at the end of the internship[(
$ \bar x \pm s $ ),scores]组别 理论成绩 操作成绩 干预组 62.38 ± 2.16 23.83 ± 1.68 对照组 57.48 ± 4.43 21.58 ± 2.25 t 7.706 6.209 P < 0.001 < 0.001* *P < 0.05。 表 5 2组实习护生实习结束带教满意度得分比较[(
$ \bar x \pm s $ ),分]Table 5. Comparison of the satisfaction scores of the two groups of intern nursing students at the end of the internship[(
$ \bar x \pm s $ ),scores]组别 带教满意度 干预组 29.65 ± 1.38 对照组 23.15 ± 4.19 t 11.418 P < 0.001* *P < 0.05。 -
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