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游戏化教学结合Jeffries模拟教学在骨科创伤护理实习带教中的应用
Application of game-based teaching combined with Jeffries simulation teaching in training orthopedic trauma nursing interns
- 中华医学教育探索杂志 2024年23卷第9期 页码：1259-1263
- 作者机构：
空军军医大学第二附属医院骨科，西安 710038
- 作者简介：
韦文，Email：18392057768@163.com
- 基金信息：陕西省卫生健康科研基金(2022JQ-04)
DOI：10.3760/cma.j.cn116021-20231211-01855
中图分类号： R-05纸质出版日期：2024-09-20，
收稿日期：2023-12-11，
- 稿件说明：
移动端阅览
贾琼, 李晓英, 文京宁, 等. 游戏化教学结合Jeffries模拟教学在骨科创伤护理实习带教中的应用[J]. 中华医学教育探索杂志, 2024, 23(9): 1259-1263.
Jia Qiong, Li Xiaoying, Wen Jingning, et al. Application of game-based teaching combined with Jeffries simulation teaching in training orthopedic trauma nursing interns[J]. Chinese Journal of Medical Education Research, 2024,23(9):1259-1263.
贾琼, 李晓英, 文京宁, 等. 游戏化教学结合Jeffries模拟教学在骨科创伤护理实习带教中的应用[J]. 中华医学教育探索杂志, 2024, 23(9): 1259-1263. DOI： 10.3760/cma.j.cn116021-20231211-01855.
Jia Qiong, Li Xiaoying, Wen Jingning, et al. Application of game-based teaching combined with Jeffries simulation teaching in training orthopedic trauma nursing interns[J]. Chinese Journal of Medical Education Research, 2024,23(9):1259-1263. DOI： 10.3760/cma.j.cn116021-20231211-01855.
摘要
目的
2
探究游戏化教学结合Jeffries模拟教学在骨科创伤护理实习带教中的应用效果。
方法
2
选取2021年至2023年实习的120名护士，按照入科先后顺序分为两组（2022年12月前为对照组），每组60例，对照组进行常规带教，观察组实施游戏化教学结合Jeffries模拟教学。比较两组护生实习前后考核成绩、核心能力[注册护士核心能力量表（competency inventory for registered nurse，CIRN）]、学习积极性[学习积极主动性量表（active learning state，ALS）]；记录护生课程体验感[课程体验问卷（course experience questionnaire，CEQ）]。
结果
2
实习后，两组护生理论考试[（89.64±6.73） vs.（83.71±6.20）
]
及实践操作成绩[（80.82±5.94） vs. （75.61±5.73）
]
、CIRN评分[（180.69±7.61） vs.（157.33±6.83）
]
、ALS评分[（89.48±6.83） vs. （73.22±6.25）
]
均较实习前升高，且观察组高于对照组（
P
<
0.05）；实习后，观察组护生CEQ评分高于对照组[（49.65±2.58） vs. （36.57±1.94）
]
。
结论
2
在骨科创伤护理带教中，游戏化教学结合Jeffries模拟教学不仅能够让护生获得较高的课程体验感，促进学习积极性，还能提高护生的考核成绩、核心能力和评判性思维。
Abstract
Objective
2
To explore the application of game-based teaching combined with Jeffries simulation teaching in training orthopedic trauma nursing interns.
Methods
2
Totally 120 intern nurses who received orthopedic trauma nursing training from 2021 to 2023 were selected. They were divided into two groups according to their start dates
with 60 nurses in each group. The control group (started before December 2022) adopted routine teaching
whereas the observation group received game-based teaching combined with Jeffries simulation teaching. The assessment results
core competence [Competency Inventory for Registered Nurse (CIRN)]
and learning enthusiasm [Active Learning Scale (ALS)] were compared both between the groups and within each group before and after the training. The course experience [Course Experience Questionnaire (CEQ)] of the trainees after training was recorded.
Results
2
After the internship
the theoretical exam scores [(89.64±6.73) vs. (83.71±6.20)
]
practical operation scores [(80.82±5.94) vs. (75.61±5.73)
]
CIRN scores [(180.69±7.61) vs. (157.33±6.83)
]
and AL
S scores [(89.48±6.83) vs. (73.22±6.25)
]
of two groups of nursing students increased compared to their scores before the internship
and the observation group showed significantly higher scores than the control group (
P
<
0.05). After the internship
the CEQ score was higher in the observation group than in the control group [(49.65±2.58) vs. (36.57±1.94)
]
.
Conclusions
2
In the training of orthopedic trauma nursing interns
game-based teaching combined with Jeffries simulation teaching can not only improve course experience and learning enthusiasm
but also enhance the assessment results
core competence
and critical thinking.
关键词
骨科创伤游戏化教学Jeffries模拟教学考核成绩评判性思维
Keywords
Orthopedic traumaGame-based teachingJeffries simulation teachingAssessment resultsCritical thinking
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