4C教学法联合CBL教学法在泌尿外科护理实习带教中的应用  

Application of 4C Teaching Method Combined With CBL Teaching Method in Nursing Practice Teaching of Urology Department

作　　者：李敏[1] 张道秀[1] 张雪培[1] LI Min;ZHANG Daoxiu;ZHANG Xuepei(Department of Urology,the First Affiliated Hospital of Zhengzhou University,Zhengzhou Henan 450000,China)

机构地区：[1]郑州大学第一附属医院泌尿外科,河南郑州450000

出　　处：《中国继续医学教育》2025年第6期52-56,共5页China Continuing Medical Education

基　　金：河南省高等学校重点科研项目(22A320028)。

摘　　要：目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一附属医院泌尿外科实习的118名护理实习生(简称护生)为研究对象,依据不同带教方式分为对照组(n=58)、观察组(n=60)。对照组接受常规带教实习,观察组在对照组的基础上接受4C教学法联合CBL教学法,实习6个月。对比2组出科成绩、中文版医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient's perspective,end the encounter,SEGUE)、注册护士核心能力量表(competency inventory for registered nurses,CIRN)、自我导向学习量表(self-rating scale of self-directed learning,SRSSDL)评分及护生满意度。结果观察组理论知识、实操技能评分[(90.45±4.25)分、(91.57±3.77)分]均高于对照组[(83.67±6.91)分、(80.64±6.38)分],差异有统计学意义(P<0.001);观察组的SEGUE、CIRN、SRSSDL量表各项评分均高于对照组,差异有统计学意义(P<0.05);观察组护生满意度(96.67%)高于对照组(81.03%),差异有统计学意义(P<0.05)。结论4C教学法联合CBL教学法应用于泌尿外科护理实习带教中可提升护生核心能力及医患沟通能力,还能增强自我导向学习能力,提高出科成绩,增强满意度。Objective To explore the application effect of the connections-concepts-concrete practice-conclusions(4C)teaching method combined with case-based learning(CBL)in urological nursing practice teaching.Methods A retrospective study was conducted on 118 nursing students who were interning in the urology department of the First Affiliated Hospital of Zhengzhou University from May 2022 to April 2023.They were divided into a control group(n=58)and an observation group(n=60)based on different teaching methods.The control group was taught with regular teaching practice,while the observation group was taught with the 4C teaching method combined with CBL teaching method on the basis of the control group,internship was for 6 months.The graduation score,the set the stage,elicit information,give information,understand the patient's perspective,end the encounter(SEGUE),the competency inventory for registered nurses(CIRN),the self-rating scale of self-directed learning(SRSSDL)scores,and the satisfaction of nursing students were compared between two groups.Results The scores of theoretical knowledge and practical skills in the observation group[(90.45±4.25)points and(91.57±3.77)points]were higher than those in the control group[(83.67±6.91)points and(80.64±6.38)points],and the differences were statistically significant(P<0.001).The scores on each of the SEGUE,CIRN,and SRSSDL scales in the observation group were higher than those in the control group,with statistical significance differences(P<0.05).The satisfaction of nursing students in observation group(96.67%)was higher than that in control group(81.03%),and the difference was statistically significant(P<0.05).Conclusion The application of 4C teaching method combined with CBL teaching method in urological nursing practice teaching can improve the core ability and doctor-patient communication ability of nursing students,enhance self-directed learning ability,improve course performance and enhance satisfaction.

关 键 词：泌尿外科 实习带教 护生 4C教学法 案例教学法 满意度 

分 类 号：G642[文化科学—高等教育学]