Application of medical simulation teaching on the curriculum of clinical nursing practice
10.3760/cma.j.issn.1674-2907.2015.32.001
- VernacularTitle:医学模拟教学应用于护理实务临床处置课程的研究
- Author:
Lingyu CHEN
1
;
Caihua ZHOU
Author Information
1. 310053 杭州，浙江医学高等专科学校护理系社区教研室
- Keywords:
Curriculum of clinical nursing practice;
Medical simulation teaching;
Critical thinking;
Communication ability;
Self-learning ability
- From:
Chinese Journal of Modern Nursing
2015;(32):3845-3849
- CountryChina
- Language:Chinese
-
Abstract:
Objective To joint medical simulation teaching simulator and PBL teaching method to improve the teaching effects on the curriculum of clinical nursing practice, and cultivate nursing students′comprehensive ability. Methods A total of 180 nursing college students were randomly divided into experimental group and control group, with each group 90 students. Experimental group students were taught with medical simulation teaching method, while control group students were taught with traditional role play practice method. The student′s critical thinking ability, communication ability and self-learning ability were evaluated before and after the experiment. All the two groups′ students were tested, and the teaching effects were evaluated after the experiment. Results Before the experiment, the differences of the critical thinking ability, communication ability and self-learning ability of the two group students were not statistically significant (P>0. 05). After the experiment, the critical thinking ability, communication ability and self-learning ability of the experimental group students were respectively (288. 00 ± 16. 91),(37. 94 ± 0. 80),(75. 66 ± 6. 56) score, which were higher than that of the control group (258. 63 ± 20. 80),(31. 48 ± 0. 58),(68. 97 ± 3. 79) score, and the difference were statistically significant (t=5. 99,35. 51,4. 84;P<0. 05); The test results and the teaching satisfaction of experimental group were respectively (91. 00 ± 1. 11) and (4. 57 ± 0. 50) score, which were higher than that of the control group (80. 60 ± 2. 46) and (3. 97 ± 0. 71) score, and the difference were statistically significant (t =21. 11,3. 75;P <0. 05). Conclusions The medical simulation teaching simulator combined with PBL teaching method can improve student′s critical thinking ability, communication ability, self-learning ability, and so other comprehensive ability, which is a effective attempt for the teaching of the curriculum of clinical nursing practice.
