Effects of online and offline blended scenario simulation teaching in the practice of nursing undergraduates
10.3760/cma.j.cn115682-20220213-00655
- VernacularTitle:线上线下混合式情景模拟教学在护理本科生实习中的应用
- Author:
Guojie LIU
1
;
Ping LIN
;
Xueqin GAO
;
Xin SUI
;
Ruixin HE
;
Ruixue ZHU
;
Zhenjuan ZHAO
;
Nan LI
Author Information
1. 哈尔滨医科大学附属第二医院心内科，哈尔滨 150086
- Keywords:
Blended teaching;
Scenario simulation teaching;
Clinical thinking;
Clinical practice;
Graduation practice
- From:
Chinese Journal of Modern Nursing
2022;28(23):3202-3206
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of online and offline blended scenario simulation teaching in the practice of nursing undergraduates.Methods:From August 2020 to May 2021, convenience sampling was used to select 76 nursing undergraduates in the class of 2017 who practiced in the Cardiology Department of the Second Affiliated Hospital of Harbin Medical University as the research object. The undergraduates were randomly divided into the experimental group and the control group, 38 in each group. The control group received the traditional graduation practice training, and the experimental group received online and offline blended scenario simulation teaching on this basis. After the practice, the clinical thinking ability of the two groups of students was evaluated by the Clinical Thinking Ability Evaluation Scale, the clinical practice ability of the two groups of students was evaluated by the Objective Structured Clinical Examination (OSCE) , and a teaching satisfaction survey was conducted.Results:The total score of clinical thinking ability, critical thinking ability, systematic thinking ability, evidence-based thinking ability, OSCE total score of the students in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05) . The students in the experimental group thought that the teaching method was helpful for in-depth understanding and application of theoretical knowledge, improving nursing assessment skills, clinical coping skills and communication skills, and at the same time helping to cultivate critical thinking and teamwork awareness, and arouse learning enthusiasm, and the differences were statistically significant (all P<0.05) . Conclusions:The online and offline blended scenario simulation teaching can effectively improve the clinical thinking ability, clinical practice ability and teaching satisfaction of nursing undergraduates, and it has good effect in the graduation practice of undergraduate nursing students.
