PBL、CBL、TBL相结合教学模式在眼科护士培训中的应用  

Application of the combination of PBL, CBL and TBL teaching method in training of ophthalmic nurses

作　　者：解巍巍[1] 刘丽娟[1] 吴红男[1] 曹广红[1] 

机构地区：[1]哈尔滨医科大学附属第一医院眼二科,150001

出　　处：《中华现代护理杂志》2016年第32期4702-4705,共4页Chinese Journal of Modern Nursing

基　　金：国家自然科学基金资助项目（30973275）

摘　　要：目的探讨PBL、CBL、TBL三种教学模式相结合在眼科护士科内培训中的应用效果。方法将某三级甲等综合性医院眼科的14名护理人员随机分为对照组6名和观察组8名，分别采用LBL教学法和TBL、PBL、CBL三种相结合的教学方法进行为期3个月的培训，培训结束后进行笔试和操作考核，并对学员进行教学效果调查。结果观察组学员笔试和操作考核成绩均显著高于对照组，差异均有统计学意义（P〈0.05）；通过课程体验调查，“评价合适”维度差异无统计学意义（P〉0．05），“学习负担合适”维度对照组得分高于观察组（P〈0．05），其余各项指标评价观察组均优于对照组，差异均有统计学意义（P〈0．05）。结论TBL、PBL、CBL结合的教学模式更能有效激发学习激情，增强学员沟通交流和临床实践能力。Objective To investigate the effects of problem-based learning （PBL）, case-based learning （CBL） and team-based learning （TBL） teaching method in the training of ophthalmic nurses. Methods Totally 14 nurses in a hospital were selected and randomly divided into two groups ： six in the control group and eight in the intervention group. During the three months of training, nurse＇s in the control group received LBL teaching method, while nurses in the intervention group were trained with the combination of PBL, CBL and TBL teaching method. Theoretical and skills results were recorded and compared between two groups, and the teaching efficiency was investigated. Results After training, theoretical and skills results in the intervention group were all higher than that in the control group （P〈0.05） ; through the questionnaire survey, ＂ appropriate evaluation＂ dimension has no statistically significant difference （P〉0.05） ; ＂Suitable study burden＂ dimension in the control group got higher score （P〈0.05） ; the rest of indicators in the intervention group were all higher than that in the control group （P〈0. 05）. Conclusions The application of the combination of TBL, PBL and CBL teaching method can stimulate nurses＇ study interest and enthusiasm as well as communication and clinical practice skills.

关 键 词：在职培训 护士 眼科学 以团队为基础的教学 以问题为基础的教学 以病例为基础的教学 

分 类 号：R47-4[医药卫生—护理学] G642[医药卫生—临床医学]