|
|
|
| Application of creating problem situation teaching in clinical demonstration of Chinese medicine nursing technology |
| WANG Ye1 HE Min2 FU Wenyan1▲ LIN Yuxiao1 LIU Xiao1 ZHAO Yue1 CUI Xiaoqing1 AN Peng1 |
1.Department of Chinese Medicine, the Second Affiliated Hospital of Xi’an Jiaotong University, Shaanxi Province, Xi’an 710004, China;
2.Department of Nursing, Xi’an Innovation College, Yan’an University, Shaanxi Province, Xi’an 710100, China |
|
|
|
Abstract Objective To understand application effect of creating problem situation teaching in clinical demonstration of Chinese medicine nursing technology. Methods From June 2017 to February 2019, 74 nursing students of grade four in Xi’an Innovation College of Yan’an University internship in the Second Affiliated Hospital of Xi’an Jiaotong University were selected. Among them, 37 students in 2017 academic year served as control group, and 37 students in 2018 academic year served as observation group. Before the internship, traditional teaching was used in control group, and the creation of problem situation teaching was used in observation group. Six weeks of clinical practice of Chinese medicine nursing was started immediately after the end of teaching. The scores of Chinese medicine nursing technology theory and operation examination, critical thinking ability of two groups were compared. Results The scores of Chinese medicine nursing theory and operation, total score of critical thinking ability, and search for truth, open mind, analytical ability, systematic ability, curiosity and cognitive maturity scores in observation group were higher than those in control group (P < 0.05). Conclusion Application of problem scenario teaching in clinical teaching of Chinese medicine nursing technology can improve the theoretical knowledge and operation ability of nursing students, improve their critical thinking ability and teaching effect, which is worthy of promotion.
|
|
|
|
|
|
[1] 十八大以来中医药事业的历史性成就[EB/OL].2018-01-18（2）.http：//www.cntcm.com.cn/2018-01/18/content_ 39430.htm.
[2] 温维，张梅奎.中医发展困境及对策探讨[J].医学与社会，2014，27（2）：65-67.
[3] 杨惠云，李谧宁，王妮，等.临床常见护理技能问题情景模拟[M].北京：人民卫生出版社，2019：241-251.
[4] 彭美慈，汪国成，陈基乐，等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志，2004，39（9）：644-647.
[5] 王云翠，周慧芳，舒静，等.《中医护理学基础》实践带教改革及效果分析[J].时珍国医国药，2014，25（1）：200-201．
[6] 姜丽萍.护理综合模拟实验教程[M].北京：高等教育出版社，2012：1-2.
[7] 宋玉霞，王宁，王丹倩，等.综合性问题情景模拟演练在护理本科生实习前护理培训中的应用[J].护理实践与研究，2015，12（2）：125-127.
[8] 李晓红，季菲，马彩玲.妇产科学示教课模式的改革探索[J].中国医药导报，2016，13（7）：157-160.
[9] Jacob ER，Duffield C，Jacob AM. Validation of data using RASCH analysis in a tool measuring changes in critical thinking in nursing students [J]. Nurse Educ Today，2019， 76：196-199.
[10] Nonis SA，Hudson GI. Developing and assessing critical thinking skills in marketing students：the power of making explicit problem-solving processes [J]. J Educ Business，2019，94（3）：195-203.
[11] Chan ZC. A systematic review of critical thinking in nursing education [J]. Nurse Educ Today，2013，33（3）：236-240.
[12] Jackson A，Halstead J. National league for nursing commission for nursing education accreditation [J]. Nurse Educ，2016，41（6）：303.
[13] 王丽媛，李春梅.“1+1”帮带模式在护理带教中的应用[J].解放军护理杂志，2016，33（2）：63-64.
[14] 刘静芳.创设问题情境法在小学语文带教中的应用[J].读与写：教育带教刊，2019，16（9）：139.
[15] 吕扬，高凤莉.系统化评估与风险预判培训对提高护士评判性思维能力的效果评价[J].中华护理杂志，2016， 51（2）：186-189.
[16] Marc R. Critical thinking and contemporary mental health care：Michel Foucault's "history of the present" [J]. Nurs Inq，2017，24（2）：e12167.
[17] 曹美嫦，王丽，邝旭环，等.845名护士评判性思维现状及其影响因素分析[J].全科护理，2019，17（17）：2145-2147.
[18] Kaya H，■enyuva E，Bodur G. The relationship between critical thinking and emotional intelligence in nursing students： A longitudinal study[J]. Nurse Educ Today，2018，68：26-32.
[19] Yue M，Zhang M，Zhang C，et al. The effectiveness of concept mapping on development of critical thinking in nursing education：a systematic review and meta-analysis [J]. Nurse Educ Today，2017，52：87-94.
[20] 刘玲，谭敏，叶珍丽，等.系统化教学模式在康复科进修护士临床带教中的应用[J].中国医药导报，2020，17（11）：169-172.
[21] 王森.探析《基础护理技术》带教及临床实践中应用思维导图带教研究[J].教育现代化，2019，6（50）：252-253.
[22] 孟凌春.“基础护理技术”慕课建设及应用下带教范式的实践探究[J].课程教育研究，2018（48）：236.
[23] 蒙斯雅，杜思旋，何彬，等.以基于问题学习为基础的情景模拟方法在高级创伤生命支持培训的实践与应用[J].黑龙江医学，2019，43（5）：525-528.
[24] 张煜，卓嘎，宗铮，等.中医养生实训课教学中实施分层教学的探讨[J].中国医药导报，2020，17（4）：78-81.
[25] 张董晓，付娜，东浩，等.电子乳腺导管内窥镜临床带教方法探索[J].中国医药导报，2019，16（34）：85-87，91. |
|
|
|
