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作 者:余润芳 吴加花[1] 杨春敏[1] 王婷[1] 周美兰 梁琰[1] 陈春燕 YU Runfang;WU Jiahua;YANG Chunmin;WANG Ting;ZHOU Meilan;LIANG Yan;CHEN Chunyan(Breast Department,Guangdong Provincial Hospital of Traditional Chinese Medicine University Town Branch,Guangzhou,Guangdong 511400,China)
机构地区:[1]广东省中医院大学城医院乳腺科,广东广州511400
出 处:《医药前沿》2025年第12期109-111,共3页Journal of Frontiers of Medicine
摘 要:目的分析基于微信平台的问题导向学习(PBL)联合个案管理模式在乳腺科护理实习生带教中的应用效果。方法选取2023年2—11月广东省中医院大学城医院乳腺科的24名本科护理实习生,按照实习生来科实习的单双月分为对照组(单月)和观察组(双月)各12名。对照组采用传统教学法,观察组采用基于微信平台的PBL联合个案管理模式教学法。比较两组带教成绩、临床思维能力和对带教的满意度。结果观察组操作成绩、临床思维能力评分及对带教的总满意度均高于对照组(P<0.05);观察组理论成绩高于对照组,但组间差异无统计学意义(P>0.05)。结论基于微信平台的PBL联合个案管理模式能够有效提高护理实习生的理论和操作成绩,提升其临床思维能力和对带教的满意度。Objective To analyze the application effect of problem-based learning(PBL)combined with case management model based on wechat platform in the nursing intern teaching in the breast department.Methods A total of 24 undergraduate nursing interns in the Breast Department,Guangdong Provincial Hospital of Traditional Chinese Medicine University Town Branch from February to November 2023 were selected and divided into control group(single month)and observation group(double month)with 12 nurses in each group according to the single and double months of intens coming to the hospital.The control group adopted the traditional teaching method,while the observation group adopted the PBL combined case management mode based on wechat platform.The results of teaching,clinical thinking ability and satisfaction with teaching were compared between the two groups.Results The operation performance,clinical thinking ability scores and total satisfaction with teaching in the observation group were higher than those in the control group(P<0.05);the theoretical scores of the observation group were higher than those of the control group,but there was no significant difference between the two groups(P>0.05).Conclusions PBL combined case management model based on wechat platform can effectively improve the theoretical and operational performance of nursing interns,enhance their clinical thinking ability and satisfaction with teaching.
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