Application of the modified sandwich teaching method based on constructivism theory in clinical teaching of neurology nursing interns
10.3760/cma.j.cn116021-20220911-01551
- VernacularTitle:基于建构主义理论的改良式“三明治”教学在神经内科实习护生中的应用
- Author:
Ju TAO
1
;
Dandan YIN
;
Shanshan LU
;
Lili ZHANG
;
Zhuqing ZHANG
;
Xiaoxiao SUN
;
Xia CHEN
Author Information
1. 中国科学技术大学附属第一医院（安徽省立医院）神经内科四病区，合肥 230036
- Keywords:
Sandwich teaching method;
Constructivism;
Department of Neurology;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2024;23(1):119-123
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of the modified sandwich teaching method based on constructivism theory in clinical teaching of neurology nursing interns.Methods:A total of 29 nursing interns who practiced in the Department of Neurology of the First Affiliated Hospital of University of Science and Technology of China (Anhui Provincial Hospital) from June 2020 to May 2021 were selected as the control group, using the conventional clinical nursing teaching method, and 28 nursing interns who practiced from June 2021 to May 2022 were selected as the observation group, using the modified sandwich teaching method based on constructivism theory. Before graduating from the Department of Neurology, nursing interns in the two groups were compared in terms of the teaching effects, such as the score of learning initiative, theoretical examination, operation examination, and nursing round report. SPSS 25.0 was used for t test and chi-square test. Results:The score for each dimension (learning driving force, learning objectives, in-depth learning, controlled learning, and solid learning) and total score in the observation group were significantly higher than those in the control group ( P<0.05). There was no significant difference between the two groups in the scores of theoretical examination and operation examination (89.11±3.58 vs. 88.97±2.74, 93.79±2.48 vs. 93.86±2.20; P>0.05); the scores of nursing rounds in the observation group were significantly higher than those in the control group (88.61±2.60 vs. 83.38±3.97, P<0.05). Conclusions:The modified sandwich teaching method based on constructivism theory can enhance the learning initiative and comprehensive analysis ability of nursing interns in the Department of Neurology. It is suitable for clinical nursing teaching in the Department of Neurology and is worth popularizing.
