Effect of problem-originated clinical medical curriculum combined with feedback theory in nursing teaching of the Department of Endocrinology
10.3760/cma.j.cn115682-20220704-03215
- VernacularTitle:启发式临床医学带教模式结合反馈理论在内分泌科护理教学中的应用
- Author:
Jinfeng SU
1
;
Xiaoyun WANG
;
Ge DU
;
Bingping WANG
Author Information
1. 山西省人民医院内分泌科，太原 030012
- Keywords:
Nurses;
Internship;
Problem-originated clinical medical curriculum;
Feedback theory;
Endocrinology Department;
Nursing teaching
- From:
Chinese Journal of Modern Nursing
2023;29(21):2925-2929
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of the problem-originated clinical medical curriculum (PCMC) combined with feedback theory in nursing teaching of the Department of Endocrinology.Methods:From January 2018 to January 2020, convenience sampling method was used to select 150 nurses who interned in the Department of Endocrinology of Shanxi Provincial People's Hospital as the research subjects. The control group consisted of 76 nurses who interned from January 2018 to January 2019, and the observation group consisted of 74 nurses who interned from February 2019 to January 2020. The control group was taught using traditional teaching methods, while the observation group implemented PCMC combined with feedback theory on the basis of the control group. Before and after intervention, nursing assessment results, nursing ability and teaching satisfaction were compared between the two groups.Results:After intervention, the scores of theoretical knowledge, clinical practice, specialized nursing, job responsibility of the two groups were higher than those before intervention, and the scores of the observation group were higher than those of the control group, with statistically significant differences ( P<0.05). After intervention, the scores of problem detection, emergency response, problem-solving, and team collaboration of the two groups were higher than those before intervention, and the scores of the observation group were higher than those of the control group, with statistically significant differences ( P<0.05). After intervention, the satisfaction scores of nursing teaching content, teaching form, teaching attitude, and teaching ability of the observation group were higher than those of the control group, with statistical differences ( P<0.05) . Conclusions:PCMC combined with feedback theory applied in nursing teaching of the Department of Endocrinology shows good application effects, which can improve the nursing teaching effectiveness of the Department of Endocrinology and the satisfaction of intern nurses. It is worthy of clinical promotion and practice.
