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目的探讨Sim Man综合系统情景模拟教学模式在外科护理教学中的远期效果。方法在2014—2015学年选择河南省南阳医学高等专科学校护理专业2013级某班学生116人作为实验组,在授课过程中应用Sim Man综合系统模型进行情景模拟教学方法,以同届其他某班学生108人作为对照组,采用常规病例分析教学法,比较学期结束后考试成绩及临床实习综合考评成绩评价远期教学效果,计量资料采用t检验,P<0.05为差异有统计学意义。结果在校外科护理学考试综合题型得分,实验组高于对照组[(86.76±6.32)、(83.23±7.56)分],临床实习带教老师综合评价得分实验组高于对照组[(91.23±2.04)、(86.76±4.95)分],对比差异均有统计学意义(均P<0.05)。结论应用Sim Man综合系统模型是以学生为主体情景模拟教学法,有利于培养学生综合能力及临床思维能力,使学生能更快适应临床。
Objective To explore the long-term effect of Sim Man comprehensive system scenario simulation teaching mode in surgical nursing teaching. Methods In the 2014-2015 school year, 116 students from a class of 2013 in Nanyang Medical College of Henan Province were selected as the experimental group. Sim Man comprehensive system model was used in the teaching process to simulate the situation. In the same class, 108 as a control group, the use of routine case analysis teaching method, comparing the semester after the test scores and comprehensive evaluation of clinical internship evaluation of the effectiveness of long-term teaching, measurement data using t test, P <0.05 for the difference was statistically significant. Results In the surgical nursing examinations, the scores of comprehensive questions were higher in the experimental group than those in the control group [(86.76 ± 6.32), (83.23 ± 7.56)), and the scores of clinical practice teaching teacher’s comprehensive evaluation scores were higher in the experimental group than in the control group [(91.23 ± 2.04), (86.76 ± 4.95) points, respectively. The differences were statistically significant (all P <0.05). Conclusion Sim Man comprehensive system model is based on the student as the main scenario simulation teaching method, which is conducive to cultivating students’ comprehensive ability and clinical thinking ability, so that students can adapt more quickly to clinical practice.