The Application Effect of PBL Case Database in the Tumor Thoracic Surgery Nursing
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摘要:
目的 探讨常规带教模式与PBL案例库教学法对三甲肿瘤专科医院胸外科护理实习生教学效果的影响。 方法 选取2021年1月1日至2022年12月31日在云南省肿瘤医院胸外科实习的157名护理实习生作为研究对象，分为对照组与实验组，对照组采用常规带教模式，实验组采用PBL案例库教学方法，对比2组护生的教学效果。 结果 实验组的自主学习能力评价得分、岗位胜任力得分均高于对照组，差异有统计学意义（P < 0.05），而对照组与实验组护生的CD-RISC-10量表得分比较，差异无统计学意义（ P > 0.05）。 结论 在肿瘤专科医院护理带教中，PBL案例库教学法相比常规带教模式更能有效提升护生的自主学习能力和岗位胜任力，可帮助规范临床实践教学活动，但是这一教学法并没有提升护生的心理弹性水平。 Abstract:Objective To explore the effect of routine teaching mode and PBL case base teaching method on the teaching effectiveness of thoracic nursing interns in Yunnan Cancer Hospital. Methods 157 nursing interns in the Thoracic Surgery Department of Yunnan Cancer Hospital from January 1, 2021 to December 31, 2022 were selected as the research objects and divided into the control group and the experimental group. The conventional teaching mode was used in the control group while the PBL case library teaching method was used in the experimental group and the teaching effect of the two groups was compared. Results The scores of autonomous learning ability evaluation and post competency of the experimental group were higher than those of the control group, the differences were statistically significant （P < 0.05）, while the scores of CD-RISC-10 scale between the control group and the experimental group were not statistically significant （ P > 0.05）. Conclusion Compared with the conventional teaching mode, PBL case base teaching method can effectively improve the independent learning ability and post competency of nursing students, and can help standardize the clinical practice teaching activities. However, this teaching method does not improve the psychological resilience level of nursing students. -
Key words:
- PBL /
- Case base /
- Oncology department /
- Thoracic surgery /
- Clinical teaching
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表 1 2组护生一般资料比较[（ $\bar x \pm s $）/n（%）]
Table 1. Comparison of general data between the two groups of nursing students [（ $\bar x \pm s $）/n（%）]
项目 对照组 实验组 t/χ2 P 年龄（岁） 21.36 ± 0.98 21.15 ± 1.17 1.203a 0.231 性别 男 11（14.10） 17（21.50） 1.473b 0.225 女 67（85.90） 62（78.50） a为t检验结果；b为卡方检验结果。 
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表 2 2组护生CD-RISC-10量表得分比较[（ $\bar x \pm s $），分]
Table 2. Comparison of CD-RISC-10 scores of nursing students in the two groups [（ $\bar x \pm s $），points]
分组 n 心理韧性总分 对照组 78 26.72 ± 7.08 实验组 79 27.20 ± 4.82 t 0.502 P 0.616
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表 3 2组护生自主学习能力评价得分比较[（ $\bar x \pm s $），分]
Table 3. Comparison of evaluation scores of independent learning ability of nursing students between the two groups [（ $\bar x \pm s $），points]
分组 n 自我动机信念 任务分析 自我监控及调节 自我评价 总分 对照组 78 49.97 ± 8.42 20.77 ± 3.98 35.67 ± 6.24 13.82 ± 2.61 120.24 ± 20.11 实验组 79 56.53 ± 9.65 23.67 ± 4.52 40.09 ± 1.12 15.69 ± 3.11 135.97 ± 23.78 t 4.534 4.260 4.138 4.085 4.478 P < 0.001* < 0.001* < 0.001* < 0.001* < 0.001* *P < 0.05。
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表 4 2组护生岗位胜任力得分比较[（ $\bar x \pm s $），分]
Table 4. Comparison of post competency scores of nursing students in the two groups [（ $\bar x \pm s $），points]
分组 n 临床护理能力 批判性思维能力 沟通与协作能力 职业发展能力 心理特质 总分 对照组 78 63.92 ± 10.73 17.46 ± 3.00 17.28 ± 3.11 20.72 ± 3.66 25.13 ± 4.33 144.51 ± 23.33 实验组 79 71.27 ± 12.85 19.82 ± 3.70 20.08 ± 3.60 24.09 ± 4.39 28.51 ± 4.96 163.77 ± 28.92 t 3.891 4.408 5.216 5.231 4.556 4.597 P < 0.001* < 0.001* < 0.001* < 0.001* < 0.001* < 0.001* *P < 0.05。
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