Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology

Yang Haiou; Hu Haihua; Li Meng; Fang Yan; Wang Aiping

doi:10.3760/cma.j.cn116021-20221107-01363

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Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology

Nursing Education Study | 更新时间：2023-08-02

- Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology
- Chinese Journal of Medical Education Research Vol. 22, Issue 7, Pages: 1099-1102(2023)
- 作者机构：
  
  1.首都医科大学附属北京同仁医院内科综合门诊，北京　100730
  2.首都医科大学附属北京同仁医院内科透析室，北京　100730
  3.首都医科大学附属北京同仁医院护理部，北京　100730
- 作者简介：
  
  Wang Aiping, Email: kaier1215@163.com
- 基金信息：
  
  Beijing Education Fund(2020JXGG0194)
- DOI：10.3760/cma.j.cn116021-20221107-01363
  CLC： R-05
- Published：20 July 2023，
  
  Received：07 November 2022，
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杨海鸥, 胡海华, 李萌, 等. 基于辩论式的沉浸体验式教学在口腔专科护理实习带教中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(7): 1099-1102.

Yang Haiou, Hu Haihua, Li Meng, et al. Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology. [J]. Chinese Journal of Medical Education Research 22(7):1099-1102(2023)
杨海鸥, 胡海华, 李萌, 等. 基于辩论式的沉浸体验式教学在口腔专科护理实习带教中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(7): 1099-1102. DOI： 10.3760/cma.j.cn116021-20221107-01363.

Yang Haiou, Hu Haihua, Li Meng, et al. Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology. [J]. Chinese Journal of Medical Education Research 22(7):1099-1102(2023) DOI： 10.3760/cma.j.cn116021-20221107-01363.

摘要

目的

探讨基于辩论式的沉浸体验式教学在口腔专科护理实习带教中的应用研究。

方法

选取首都医科大学附属北京同仁医院口腔专科护理实习生82名作为研究对象，按照抽签法分为对照组及观察组。41名对照组实习生采用传统教学， 41名观察组实习生采用基于辩论式的沉浸体验式教学。评估两组实习护生的综合评价指标得分、护理思维能力、共情能力及对教学的认可度。采用SPSS 22.0进行卡方检验和

检验。

结果

观察组实习护生的理论考试、操作考试、护理病历书写、读书报告书写、基础护理、沟通能力、综合表现各维度得分及总分均较对照组上升（

0.05）；相较于对照组，观察组护生的护理思维能力评分、共情能力评分均升高（

0.05）；观察组护生对教学方法的认可度更高（

0.05）。

结论

基于辩论式的沉浸体验式教学在口腔专科护理教学中，可提高实习护生综合能力，改善护理思维能力、共情能力，教学认可度高。

Abstract

Objective

To investigate the application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology.

Methods

A total of 82 nursing interns of stomatology in Beijing Tongren Hospital

Capital Medical University

were selected as research subjects and were then divided into control group and observation group using the lottery method

with 41 interns in each group. The interns in the control group received traditional teaching

while those in the observation group received debate-based immersive experiential teaching. The two groups were compared in terms of the scores of comprehensive evaluation indices

nursing thinking ability

empathy ability

and recognition of teaching. SPSS 22.0 was used to perform the chi-square test and the

-test.

Results

Compared with the control group

the observation group had significant increases in the scores of theoretical examination

operation examination

nursing medical record writing

reading report writing

basic nursing

communication ability

and comprehensive performance and the total score of these dimensions (

0.05). Compared with the control group

the observation group also had significant increases in the scores of nursing thinking ability and empathy ability (

0.05). The observation group had a significantly higher degree of recognition of teaching than the control group (

0.05).

Conclusion

In the nursing practice teaching of stomatology

debate-based immersive experiential teaching can improve the comprehensive ability

nursing thinking ability

and empathy ability of interns

with a relatively high degree of recognition of teaching.

关键词

辩论式沉浸体验式教学口腔专科护理理论操作技能

Keywords

DebateImmersive and experiential teachingStomatologyNursing theoryOperation skill

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