Application of the goal-oriented and task checklist-driven learning method based on higher-order thinking in operating room nursing teaching
10.3760/cma.j.cn116021-20231017-01717
- VernacularTitle:基于高阶思维的目标导向结合学习任务表在手术室护理教学中的应用研究
- Author:
Feng ZHAO
1
;
Chao ZHANG
;
Fudong CHEN
;
Ying LI
;
Yingying WANG
Author Information
1. 吉林大学中日联谊医院手术室，长春 130033
- Keywords:
Higher order thinking;
Learning task checklist;
Operating room;
Nursing teaching
- From:
Chinese Journal of Medical Education Research
2024;23(5):697-701
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of the goal-oriented and task checklist-driven method based on higher-order thinking in operating room nursing teaching.Methods:We assigned 240 nursing students who interned in the operating room of China-Japan Union Hospital of Jilin University from March 2019 to January 2023 were into control group and observation group according to the order of admission. The control group received traditional teaching, while the observation group received goal-oriented and task checklist-driven teaching based on higher-order thinking. At the end of the internship, the two groups were compared in terms of theory and skill assessment scores, comprehensive teaching feedback, and nursing quality assessment scores. SPSS 22.0 was used to perform the t-test and χ2 test. Results:In the observation group, the scores of basic theory assessment, surgical nursing assessment, basic nursing skill assessment, and operating room nursing skill assessment were (92.69±7.90) points, (93.42±7.62) points, (92.05±7.41) points, and (94.14±7.53) points, respectively, while in the control group, the scores were (85.63±7.71) points, (84.41±6.16) points, (83.86±7.53) points, and (85.05±8.13) points, respectively, showing significant differences between the two groups ( P<0.001). The observation group had significantly higher percentages of positive teaching feedback than the control group ( P<0.05). The total score and the scores of individual domains of nursing quality were significantly higher in the observation group than in the control group ( P<0.001). Conclusions:The application of the goal-oriented and task checklist-driven learning model based on higher-order thinking in operating room nursing teaching can effectively enhance the core professional competencies and higher-order clinical thinking ability of student nurse interns, thereby improving nursing quality.
