PBL联合情景模拟在护生针刺伤护理教学中的应用

曲靓靓; 刘建磊; 崔雅玲; 田佳玉; 于洪宇

doi:10.3760/cma.j.cn116021-20221115-01720

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PBL联合情景模拟在护生针刺伤护理教学中的应用

更新时间：2024-03-20

- PBL联合情景模拟在护生针刺伤护理教学中的应用
- Application of problem-based learning combined with scenario simulation in nursing teaching of needlestick injuries
- 中华医学教育探索杂志 2024年页码：1-5
- 作者机构：
  
  1.锦州医科大学附属第一医院骨科，锦州　121001
  2.锦州医科大学护理学院，锦州　121001
- 作者简介：
  
  于洪宇，Email：838821920@qq.com
- 基金信息：
  
  锦州医科大学教育教学研究与改革项目(ZD2022004)
- DOI：10.3760/cma.j.cn116021-20221115-01720
  中图分类号： R47
- 网络出版日期：2024-03-20，
  
  收稿日期：2022-11-15，
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曲靓靓, 刘建磊, 崔雅玲, 等. PBL联合情景模拟在护生针刺伤护理教学中的应用[J/OL]. 中华医学教育探索杂志, 2024,1-5.

Qu Liangliang, Liu Jianlei, Cui Yaling, et al. Application of problem-based learning combined with scenario simulation in nursing teaching of needlestick injuries[J/OL]. Chinese Journal of Medical Education Research, 2024,1-5.
曲靓靓, 刘建磊, 崔雅玲, 等. PBL联合情景模拟在护生针刺伤护理教学中的应用[J/OL]. 中华医学教育探索杂志, 2024,1-5. DOI： 10.3760/cma.j.cn116021-20221115-01720.

Qu Liangliang, Liu Jianlei, Cui Yaling, et al. Application of problem-based learning combined with scenario simulation in nursing teaching of needlestick injuries[J/OL]. Chinese Journal of Medical Education Research, 2024,1-5. DOI： 10.3760/cma.j.cn116021-20221115-01720.

摘要

目的

探讨基于问题的教学（problem-based learning，PBL）联合情景模拟教学在护生针刺伤护理教学中的应用效果。

方法

选取某医科大学护理学专业2020级和2021级本科生共123人作为研究对象。2020级本科生60人为对照组，采用PBL教学方法；2021级本科生63人为试验组，采用PBL联合情景模拟教学法。比较两组护生的理论成绩、技能考核成绩和针刺伤相关知识、态度和行为问卷（Needle-stick injury knowledge，Attitude and Practice questionnaire，KAP）结果。采用SPSS 25.0进行

检验、卡方检验和秩和检验。

结果

试验组理论成绩、技能考核成绩[（84.43±5.03）、（88.40±4.26）]高于对照组[（80.30±4.81）、（83.55±5.84）]

（

0.001）；试验组KAP问卷的知识、态度、行为[（14.46±1.03）、（52.59±3.09）、（67.37±4.28）]均高于对照组[（13.18±1.23）、（48.05±3.06）、（62.17±3.92）]

（

0.001）。

结论

PBL联合情景模拟教学法可以有效提高在校护生针刺伤防护知识、操作水平，增强护生对针刺伤重视态度，促进针刺伤防护行为。

Abstract

Objective

To investigate the application effect of problem-based learning (PBL) combined with scenario simulation in nursing teaching of needlestick injuries.

Methods

A total of 123 undergraduates majoring in nursing were selected as research subjects from the classes of 2020 and 2021 in a medical university. The 60 undergraduates in the class of 2020 were established as control group and were given PBL teaching

and the 63 undergraduates in the class of 2021 were established as experimental group and were given PBL combined with scenario simulation. The two groups were compared in terms of theoretical score

skill examination score

and knowledge-attitude-practice (KAP) score of needlestick injury knowledge. SPSS 25.0 was used to perform the

-test

the chi-square test

and the rank sum test.

Results

Compared with the control group

the experimental group had significantly higher scores of theoretical examination (84.43±5.03 vs. 80.30±4.81

0.001) and skill examination (88.40±4.26 vs. 83.55±5.84

0.001)

as well as significantly higher scores of knowledge (14.46±1.03 vs. 13.18±1.23

0.001)

attitude (52.59±3.09 vs. 48.05±3.06

0.001)

and practice (67.37±4.28 vs. 62.17±3.92

0.001) in KAP questionnaire.

Conclusion

PBL combined with scenario simulation teaching can effectively improve the knowledge of protection against needlestick injuries and related skills in nursing students

enhance their awareness of needlestick injuries

and promote the protective behavior against needlestick injuries.

关键词

以问题为基础的学习情景模拟护生针刺伤

Keywords

Problem-based learningScenario simulationNursing studentNeedlestick injury

references

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文钦，明琼，王燕逍翔，等. PBL联合情景模拟混合式教学法在口腔科实习生职业防护教学中的应用[J]. 检验医学与临床， 2022， 19（7）： 988-990. DOI: 10.3969/j.issn.1672-9455.2022.07.035http://dx.doi.org/10.3969/j.issn.1672-9455.2022.07.035.

Kasatpibal N, Whitney JD, Katechanok S, et al. Practices and impacts post-exposure to blood and body fluid in operating room nurses: a cross-sectional study [J]. Int J Nurs Stud, 2016, 57: 39-47. DOI: 10.1016/j.ijnurstu.2016.01.010http://dx.doi.org/10.1016/j.ijnurstu.2016.01.010.

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