CBL联合PBL教学法在人工膝关节置换围手术期护理教学中的应用  

Application of CBL Combined With PBL Teaching Method in Perioperative Nursing Teaching of Artificial Knee Arthroplasty

作　　者：梁敏健 LIANG Minjian(Department of Anesthesiology,the First Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510080,China)

机构地区：[1]广州中医药大学第一附属医院麻醉科,广东广州510080

出　　处：《中国继续医学教育》2025年第4期90-94,共5页China Continuing Medical Education

摘　　要：目的探讨案例教学法(case-based learning,CBL)联合以问题为基础的教学法(problem-based learning,PBL)在人工膝关节置换围手术期护理教学中的效果观察。方法选取2023年1月—6月在广州中医药大学第一附属医院骨科实习的60名护生为研究对象,以随机数字表法分为对照组和观察组各30名。对照组采取讲授式教学法(lecture-based learning,LBL),观察组采取CBL联合PBL教学法。教学结束后,对比2组护生的案例分析成绩、综合能力、出科考核成绩(理论、实践)及对教学认可度情况。结果教学结束后,观察组护生的科研能力、组织管理能力、评判性思维能力以及基础护理操作技能考核结果均高于对照组[(88.25±4.87)分vs.(83.92±4.55)分、(83.29±4.28)分vs.(79.65±4.12)分、(92.33±5.48)分vs.(87.27±5.23)分、(92.33±5.87)分vs.(87.54±5.21)分],差异有统计学意义(P<0.05);观察组护生创新思维、文献检索与阅读、护理记录书写、团队合作考核结果均高于对照组,差异有统计学意义(P<0.001);观察组护生理论、实践考核成绩均高于对照组,差异有统计学意义(P<0.001);在教学认可度方面,观察组护生在教学方式有助于对护患沟通技巧的掌握、教学方式有助于对团队协作能力的培养、教学方式有助于对学习积极性的激发、教学方式有助于对临床配合技能的提高、教学方式有助于对物品准备充分度的提高、教学方式对真实场景进行了还原,有助于对实战经验的获取、教学方式有助于对基础知识的理解的认可度均高于对照组,差异有统计学意义(P<0.05)。结论在人工膝关节置换围手术期护理带教中采用CBL联合PBL教学法可有效提高护生的理论知识、基础操作技能、教学认可度,对护生的案例分析能力、护理记录书写、团队合作、创新思维能力的提升取得良好效果。Objective To investigate the effect of case-based learning(CBL)combined with problem-based learning(PBL)in perioperative nursing teaching of artificial knee replacement.Methods A total of 60 nursing students who practiced in the department of orthopedics,the First Affiliated Hospital of Guangzhou University of Chinese Medicine from January to June,2023 were selected as the study objects,and were divided into control group and observation group with random number table method,30 in each group.The control group was taught with lecturebased learning(LBL),while the observation group was taught with CBL combined with PBL teaching method.After the teaching,the two groups of nursing students were compared in case analysis results,comprehensive ability,graduation assessment results(theory,practice)and teaching recognition.Results After the lesson was over,the test results of scientific research ability,organizational management ability,critical thinking ability and basic nursing operation skill of nursing students in the observation group were higher than those in the control group[(88.25±4.87)points vs.(83.92±4.55)points,(83.29±4.28)points vs.(79.65±4.12)points,(92.33±5.48)points vs.(87.27±5.23)points,(92.33±5.87)points vs.(87.54±5.21)points],the differences were statistically significant(P<0.05).The results of innovative thinking,literature retrieval and reading,nursing record writing and teamwork of nursing students in the observation group were higher than those in the control group,the differences were statistically significant(P<0.001).The theoretical and practical scores of nursing students in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.001).In terms of teaching recognition,the teaching method of the nursing students in the observation group helped to master the communication skills between nurses and patients,the teaching method helped to cultivate the teamwork ability,the teaching method helped to stimulate the enthusiasm of lea

关 键 词：以问题为基础的教学法 案例教学法 讲授式教学法 人工膝关节置换术 案例分析 临床技能 

分 类 号：G642[文化科学—高等教育学]