SNAPPS床边带教方法在儿科学教学中的应用  

Application of SNAPPS Bedside Teaching Method in Pediatrics Teaching

作　　者：路燕[1] LU Yan(Department of Pediatrics,Nantong First People's Hospital,Nantong Jiangsu 226000,China)

机构地区：[1]南通市第一人民医院儿科,江苏南通226000

出　　处：《中国继续医学教育》2024年第7期90-94,共5页China Continuing Medical Education

摘　　要：目的探讨SNAPPS床边带教方法在医学院儿科学教学中的应用效果。方法选取2021年1月—2022年5月南通市第一人民医院100名临床医学专业学生作为研究对象。随机分为研究组和对照组,各50名。对照组学生采用传统讲授式床边带教方式,研究组学生采用SNAPPS床边带教方法。比较2组临床综合能力、考核成绩、教学满意度。结果2组学生教学前临床综合能力评分的差异均无统计学意义(P>0.05)。教学后研究组评估判断维度[(92.79±5.27)分]、抗压能力维度[(95.97±3.52)分]、应对能力维度[(93.64±2.47)分]、自我定位维度[(94.87±3.11)分]、专业发展维度[(92.16±3.17)分]、交际能力维度[(94.17±2.63)分]均分别高于对照组[(89.97±5.1)分;(93.49±3.73)分;(90.17±3.44)分;(91.25±2.47)分;(89.97±4.63)分;(91.16±2.47)分],差异有统计学意义(P<0.05)。2组学生教学前考核成绩评分的差异均无统计学意义(P>0.05)。教学后研究组操作技能[(92.16±2.11)分]、理论知识[(94.11±2.47)分]、护理评估[(92.67±4.17)分]、健康教育[(92.67±3.25)分]、危重处理[(93.97±2.14)分]、护理病历书写[(94.16±3.16)分]均分别高于对照组[(90.49±3.47)分;(92.86±2.47)分;(90.49±4.61)分;(91.16±2.11)分;(92.23±4.31)分;(91.17±2.16)分],差异有统计学意义(P<0.05)。研究组教学内容[(94.16±3.16)分];培训形式[(95.46±2.14)分];理解程度[(93.16±2.41)分];总平均分[(94.89±3.61)分]均高于对照组[(91.24±2.11)分;(93.75±3.63)分];[(91.64±4.16)分;(93.23±1.57)分],差异有统计学意义(P<0.05)。结论SNAPPS床边带教方法在医学院儿科学教学中应用可有效提升学生临床综合能力以及考核成绩,具有较高的教学满意度。Objective To explore the application effect of SNAPPS bedside teaching method in pediatric education in medical schools.Methods A total of 100 clinical medical students from Nantong First People's Hospital from January 2021 to May 2022 were selected as the research subjects and randomly divided into a study group and a control group.Each group included 50 students.The students of control group used traditional bedside teaching methods,while the students of research group used SNAPPS bedside teaching methods.Compared the clinical comprehensive abilities,assessment scores and teaching satisfaction between two groups.Results The differences in pre-clinical comprehensive ability scores between the two group students were not statistically significant(P>0.05).After the teaching intervention,the research group showed significantly higher scores in the assessment dimension(92.79±5.27)points,resilience dimension(95.97±3.52)points,coping ability dimension(93.64±2.47)points,self-positioning dimension(94.87±3.11)points,professional development dimension(92.16±3.17)points,and communication ability dimension(94.17±2.63)points compared to the control group(89.97±5.1)points,(93.49±3.73)points,(90.17±3.44)points,(91.25±2.47)points,(89.97±4.63)points,and(91.16±2.47)points,respectively(P<0.05).The differences in pre-teaching assessment scores between the two student groups were not statistically significant(P>0.05).After the teaching intervention,the research group demonstrated significantly higher scores in operation skills(92.16±2.11)points,theoretical knowledge(94.11±2.47)points,nursing assessment(92.67±4.17)points,health education(92.67±3.25)points,critical care management(93.97±2.14)points,and nursing record writing(94.16±3.16)points compared to the control group(90.49±3.47)points,(92.86±2.47)points,(90.49±4.61)points,(91.16±2.11)points,(92.23±4.31)points,and(91.17±2.16)points,respectively and the differences were statistically significant(P<0.05).The research group also scored significantly higher in

关 键 词：床边带教 SNAPPS模式 儿科学 教学方法 满意度 临床综合能力 

分 类 号：G642[文化科学—高等教育学]