TBL联合情景模拟教学法在实习护生临床教学中的应用  

Discussion on the effect of TBL combines with scenario simulation teaching method used in clinical teaching of nursing students

作　　者：王天慈[1] 吴丽容[1] 胡丽君[1] 刘悦新[1] WANG Tianci;WU Lirong;HU Lijun;LIU Yuexin(The first affiliated hospital,SUN Yat sen universtity,Guangzhou,510080,Guangdong)

机构地区：[1]中山大学附属第一医院妇产科,广州510080

出　　处：《当代护士（下旬刊）》2022年第1期146-150,共5页Modern Nurse

摘　　要：目的探讨基于团队学习法(Team-Based Learning,TBL)联合情景模拟教学法在实习护生临床教学中的应用效果。方法采用实验对照研究,选择2018—2019年度和2019—2020年度在我院妇产科实习的,来自国内18所大学的四年制本科护理学专业125名护生为研究对象。将2018—2019年度实习护生作为对照组,2019—2020年度实习护生作为实验组。实验组采用TBL联合情景模拟教学法,对照组采用传统教学法。采用一般自我效能感量表(General Self-Efficacy Scale,GSES)和问题解决能力问卷(Chinese Version of the Social Problem-Solving Inventory,C-SPSI)测量并比较两组护生实习前后的自我效能感和问题解决能力。另外,实习后对两组护生进行理论测试,比较学习成绩。结果干预后实验组一般自我效能感得分显著高于对照组(P<0.05)。较干预前实验组一般自我效能感得分有很大提高(P<0.05)。问题解决能力方面,干预后实验组正性问题定向、冲动疏忽风格、回避风格三个维度与对照组比较,有统计学意义(P<0.05)。干预后实验组理论考试成绩显著优于对照组(P<0.05)。结论与传统教学方法相比,TBL联合情景模拟教学法应用到护生临床教学中,能够充分调动护生的积极性,提高分析及解决问题的能力,提高学习成绩。Objective To investigate the application effect of Team-Based Learning(TBL)combined with scenario simulation teaching method used in clinical teaching of nursing students.Methods Experimental control method was used.his study selected 125 nursing students from18 domestic universities in China who were interns in the department of obstetrics and gynecology in our hospital as objects during 2018-2019 and 2019-2020.The nursing students in the academic year 2018—2019 were selected as the control group and the nursing students in the academic year 2019—2020 as the experimental group.The experimental group received TBL combines with scenario simulation teaching method,while the control group received traditional teaching method.The General self-efficacy Scale(GSES)and the Chinese Version of the Social prob lem-solving Inventory(C-SPSI)were used to measure and compare the self-efficacy and problem-solving ability of nursing students between two groups before and after the internship.In addition,the two groups of nursing students were theoretically tested after the internship to compare their academic performance.Results After intervention,the general self-efficacy score of the experimental group was significantly higher than that the control group(P<0.05),and the general self-efficacy score of the experimental group was significantly higher than that before intervention(P<0.05).In terms of problem-solving ability,there were significant differences in the dimensions of positive problem orientation,impulsive negligence style and avoidance style between experimental group and control group after intervention(P<0.05).After the intervention,the theoretical test scores of the experimental group were significantly better than those of the control group(P<0.05).Conclusion Compared with the traditional teaching method,the TBL combines with scenario simulation teaching method for undergraduate nursing students can fully mobilize the enthusiasm of nursing students,improve their problem-solve skills,and improve their academic p

关 键 词：临床实习 护生 基于团队学习法 情景模拟 自我效能感 问题解决能力 

分 类 号：G642.44[文化科学—高等教育学] R47-4[文化科学—教育学]