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情景剧结合同伴教学在本科护生临床实习教学中的应用研究
Application research of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students
- 中华医学教育探索杂志 2023年22卷第2期 页码：310-314
- 作者机构：
南京医科大学康达学院第一附属医院/徐州医科大学附属连云港医院/连云港市第一人民医院护理学基础教研室，连云港 222000
- 作者简介：
张喆浩，Email：13942728@qq.com
- 基金信息：南京医科大学康达学院一般项目(KD2019JYYJYB003);江苏省教育科学“十三五”规划2018年度课题(D/2018/01/68)
DOI：10.3760/cma.j.cn116021-20200911-01199
中图分类号： R-05纸质出版日期：2023-02-20，
收稿日期：2020-09-11，
扫 描 看 全 文
朱正云, 张喆浩, 许凤琴, 等. 情景剧结合同伴教学在本科护生临床实习教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 310-314.
Zhu Zhengyun, Zhang Zhehao, Xu Fengqin, et al. Application research of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students[J]. Chinese Journal of Medical Education Research, 2023,22(2):310-314.
朱正云, 张喆浩, 许凤琴, 等. 情景剧结合同伴教学在本科护生临床实习教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 310-314. DOI： 10.3760/cma.j.cn116021-20200911-01199.
Zhu Zhengyun, Zhang Zhehao, Xu Fengqin, et al. Application research of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students[J]. Chinese Journal of Medical Education Research, 2023,22(2):310-314. DOI： 10.3760/cma.j.cn116021-20200911-01199.
摘要
目的
2
探讨情景剧结合同伴教学在本科护生临床护理实践教学中的应用效果。
方法
2
将2019年在某三甲医院实习的96名本科护生根据随机数字表分为观察组和对照组，每组48名护生。对照组采用集体理论授课加集体操作演示授课的临床教学模式，观察组在此基础上采用情景剧结合同伴教学的临床教学模式。比较两组护生护理知识及技能考核成绩、自主学习能力及对教学的满意度。采用SPSS 20.0软件进行
t
检验。
结果
2
实施临床教学后，观察组与对照组护生临床护理综合能力总得分分别是（87.71±5.11）分、（78.47±6.24）分，观察组护生临床护理综合能力高于对照组（
P
<
0.05）。观察组护生教学后自主学习能力总分为（98.80±10.61），高于对照组护生总分（74.47±9.83），差异有统计学意义（
P
<
0.05）。观察组护生教学满意度测评总分为（62.83±7.07），高于对照组测评分（50.17±6.75），差异有统计学意义（
P
<
0.05）。
结论
2
情景剧结合同伴教学在本科护生临床护理教学中的应用，提高了护生自主学习能力，提升了护生护理临床实践能力。同时，师生参与情景体验及同伴分析讨论的过程，增加了师生互动，护生对临床教学满意度较高。
Abstract
Objective
2
To explore the application effect of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students.
Methods
2
A total of 96 undergraduate nursing students who practiced in a first-class hospital at grade 3 in 2019 were randomly divided into the observation group and the control group
with 48 nursing students in each group. The control group adopted clinical teaching mode
including group theory teaching and group operation demonstration. On the basis of this
the observation group additionally adopted the clinical teaching mode of situation comedy teaching combined with peer teaching. The differences between the two groups in the assessment of nursing knowledge and skills assessment
independent learning ability and teaching satisfaction were observed. SPSS 20.0 software was used for
t
-test.
Results
2
After the implementation of clinical teaching
the scores of nursing comprehensive ability of nursing students in the observation group (87.71 ± 5.11) were higher than those in the control group (78.47±6.24) (
P
<
0.05). The independent learning ability of nursing students in the observation group (98.80±10.61) was significantly higher than that in the control group (74.47±9.83)
and the difference was statistically significant (
P
<
0.05). The score of teaching satisfaction in the observation group (2.83±7.07) was significantly higher than that in the control group (50.17±6.75)
and the difference was statistically significant (
P
<
0.05).
Conclusion
2
The application of situation domedy teaching combined with peer teaching in the clinical teaching of undergraduate nursing students can improve their independent learning ability and clinical practice ability. Meanwhile
the process of teachers and students participating in situational experience and peer analysis and discussion can increase the teacher-student interaction
and improve the satisfaction of nursing students with clinical teaching.
关键词
情景剧同伴护生护理
Keywords
Situation comedyCompanionNursing studentNursing
references
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