Application of target teaching mode combined with PBL teaching method in emergency nursing teaching
目标教学模式结合PBL教学法在急诊护理教学中的应用

摘要

目的 探讨在开展急诊护理教学时联用目标教学模式及PBL教学法实施教学的意义。方法 试验者是2020.05至2022.05在医院急诊科就职的低年资护士数量共计30例，采取随机信封法分作2组，将15例低年资护士设为对照组，采用传统教学模式，另一组设作观察组，组间低年资护士数量为15例，采用目标教学模式及PBL教学模式，比对组间教学满意度及教学效果差异性。结果 观察组教学管理、教学态度、业务水平及业务指导得分高于对照组，组间差异显著，P＜0.05（t=6.355、5.125、4.436、4.008）；观察组学习积极性与主动性、分析及解决问题能力、思维能力、理论考核、技能考核及综合能力考核各项教学效果指标得分高于对照组，组间差异显著，P＜0.05（t=3.698、3.683、4.716、3.461、4.863、3.591）。结论 联合以目标教学及PBL教学进行护理教学，可有效提升低年资护士对于急救知识与技能的掌握度，同时还能增加其对于教学模式的满意度，利于提升教学效果。

Abstract

Objective: To explore the significance of combining target teaching mode and PBL teaching method in emergency nursing teaching.
Methods: the subjects were 30 junior nurses who worked in the emergency department of the hospital from May 2020 to may 2022. They were randomly divided into two groups. 15 junior nurses were set as the control group, using the traditional teaching mode, and the other group as the observation group. The number of junior nurses between the groups was 15. The target teaching mode and PBL teaching mode were used to compare the differences in teaching satisfaction and teaching effect between the groups.
Results: The scores of teaching management, teaching attitude, professional level and professional guidance in the observation group were higher than those in the control group, and the differences were significant (P < 0.05) (t=6.355, 5.125, 4.436, 4.008). The scores of learning enthusiasm and initiative, analysis and problem-solving ability, thinking ability, theory assessment, skills assessment and comprehensive ability assessment in the observation group were higher than those in the control group, and the differences between the groups were significant (P < 0.05) (t=3.698, 3.683, 4.716, 3.461, 4.863, 3.591).
Conclusion  : the combination of goal teaching and PBL teaching can effectively improve the mastery of first aid knowledge and skills of junior nurses, and increase their satisfaction with the teaching mode, which is conducive to improving the teaching effect.