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目的观察PBL教学法在手术室新进护士带教中的应用效果。方法选取162名学习的护生,随机分为2组,实验组81名护生采用PBL教学法进行教学,对照组81名护生则采用传统的教学法进行教学,分别对2组护生在出科时进行理论知识、技术操作以及课堂参与能力等方面进行评价和比较。结果实验组护生的基础理论成绩为(36.8±3.7)分,技术操作成绩为(38.6±3.9)分,课堂参与成绩为(18.4±3.4)分,均显著高于对照组,差异具有统计学意义(P<0.05)。实验组护生满意度为95.1%,对照组护生满意度为83.9%,差异具有统计学意义(χ2=5.323,P<0.05)。结论采用PBL教学法能够明显提高手术室新进护士的考核成绩和操作技能,激发护生的学习兴趣,提高学习的积极性和主动性,有助于临床教学的推动,值得临床广泛推广。
Objective To observe the application effect of PBL teaching method in the new nurse teaching in the operating room. Methods A total of 162 nursing students were selected and randomly divided into two groups. 81 nursing students in the experimental group were taught by the PBL teaching method, while 81 nursing students in the control group were taught by the traditional teaching method. When the subjects of theoretical knowledge, technical operations and ability to participate in classroom evaluation and comparison. Results The score of basic theoretical score of nursing students in experimental group was (36.8 ± 3.7) points, the score of technical operation was (38.6 ± 3.9) points and the score of classroom participation was (18.4 ± 3.4) points, which were significantly higher than that of control group Significance (P <0.05). The satisfaction degree of nursing students in experimental group was 95.1%, while the satisfaction degree of nursing students in control group was 83.9%, the difference was statistically significant (χ2 = 5.323, P <0.05). Conclusions The PBL teaching method can significantly improve the examination results and operation skills of new nurses in the operating room, stimulate the interest of nursing students, improve the enthusiasm and initiative of learning, contribute to the promotion of clinical teaching, and it is worth widely clinical promotion.