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目的:对分娩期孕妇护理教学之中运用情景教学法成效进行研究探讨。方法:选取本校护理专业两个班级学生为研究对象,分为对照组与观察组,使用传统教学法对对照组进行教学实验,而对观察组则实施情景教学法进行对比验证,通过课后测评成绩比较两组教学质量及效果,通过问卷调查比较两组学生的能力提升水平。结果:将观察组的成绩与对照组进行比较之后,发现前者的成绩要明显比后者高,且P<0.05,说明差异性较大,因此具有统计学意义;观察组学生动手动脑能力、知识的学习掌握水平、独立完成孕妇产检能力水平提升均优于对照组(P<0.05)。结论:情景教学法有助于培养学生发现问题、解决问题能力及养成良好的学习习惯,有效提升分娩期孕妇护理教学质量。
Objective: To study the effectiveness of situational teaching methods in the nursing of pregnant women during childbirth. Methods: Two classes of nursing students in our school were selected as the research object, which were divided into control group and observation group. The traditional teaching method was used to conduct teaching experiment in the control group, while the observation group was compared with the scene teaching method. Results Comparison of the two groups of teaching quality and effectiveness, through questionnaires to compare the ability of two groups to enhance the level. Results: After comparing the results of the observation group with those of the control group, the results of the former group were significantly higher than those of the latter group, P <0.05, indicating that the differences were significant and therefore statistically significant. In observation group, the students’ (P <0.05). The level of ability to independently complete the examination of pregnant women was superior to that of the control group (P <0.05). Conclusion: The situational teaching method can help students to find problems, solve problems and develop good study habits, and effectively improve the nursing quality of pregnant women during childbirth.