TBL结合CBL在中医护理实训的应用  

The Application of TBL Teaching Method Combined with Case-based Teaching Method in Training Traditional Chinese Medicine Nursing

作　　者：郭鹤 郑一[2] 范继东 郑方遒[1] 王丽[1] 张欢[1] 倪菲[3] 张颖 满如 GUO He;ZHENG Yi;FAN Jidong;ZHENG Fangqiu;WANG Li;ZHANG Huan;NI Fei;ZHANG Ying;MAN Ru(College of Nursing,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;College of Integrated Traditional Chinese and Western Medicine,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;College of Traditional Chinese Medicine,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China)

机构地区：[1]辽宁中医药大学护理学院,辽宁沈阳110847 [2]辽宁中医药大学中西医结合学院,辽宁沈阳110847 [3]辽宁中医药大学中医学院,辽宁沈阳110847

出　　处：《中国中医药现代远程教育》2025年第5期16-18,共3页Chinese Medicine Modern Distance Education of China

基　　金：辽宁中医药大学教学改革项目【No.LNZYJG2022159,LNZYJG2022146,LNZYJG2022131,LNZYJG2022137】;辽宁中医药大学“课程思政”专项教学改革研究项目【No.LNZYJGSZ035】。

摘　　要：目的探讨团队教学法(TBL)结合案例教学法(CBL)在中医护理实训的应用效果。方法采用随机抽样的方法,选取2020级专升本护理专业的学生120名进行研究。应用TBL结合CBL的60名学生作为观察组,应用传统教学法的60名学生作为对照组,通过问卷调查和技能考核对两组学生的学习效果进行比较、分析和总结。结果问卷调查结果显示观察组各项满意度明显优于对照组(P<0.05)。教学前两组学生的自我管理能力、学习合作能力、学习动机、综合素质评分差异无统计学意义(P>0.05);教学后两组学生的自我管理能力、学习合作能力、学习动机、综合素质评分差异具有统计学意义(P<0.05)。观察组技能考核成绩明显高于对照组(P<0.05)。结论在中医护理实训教学中,采用TBL结合CBL的效果更理想,培养了学生的学习动机,提高了学生的自我管理能力、学习合作能力、综合素质,锻炼了学生的护理操作技能。Objective To explore the application effect of team-based learning(TBL)combined with case-based learning(CBL)in training traditional Chinese medicine nursing.Methods The method of random sampling was used to select 120 nursing students from the Grade 2020 to the undergraduate level for research.A total of 60 students from the TBL combined with CBL were used as the observation group,and 60 students from the traditional teaching method were used as the control group.The results of questionnaire survey and operation assessment were used to compare,analyze and summarize the learning effects of the two groups of students.Results The questionnaire survey results showed that the student satisfaction of the observation group was significantly better than that of the control group(P<0.05).There was no significant difference between the two groups in terms of self-management ability,learning cooperation ability,learning motivation and comprehensive quality before teaching(P>0.05),but there was significant difference between the two groups in terms of self-management ability,learning cooperation ability,learning motivation and comprehensive quality after teaching(P<0.05).The score of skill operation in the observation group was significantly higher than that in the control group(P<0.05).Conclusion In the teaching of traditional Chinese medicine nursing practice,the teaching effect of TBL combined with CBL is more ideal,which improves students’self-management ability,learning cooperation ability,learning motivation,comprehensive quality and nursing operation skills.

关 键 词：团队教学法 案例教学法 中医护理 实训 教学 

分 类 号：G642[文化科学—高等教育学]