The application of multivariate integration teaching method in clinical nursing teaching
10.3760/cma.j.issn.2095-1485.2016.07.009
- VernacularTitle:多元一体化教学法在临床护理带教中的应用
- Author:
Xiuzhi WEI
;
Yakun GAO
- Publication Type:Journal Article
- Keywords:
Multivariate integration teaching method;
The traditional single teaching method;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2016;15(7):684-690
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the feasibility and effect of the multivariate integration teaching in clinical nursing teaching, improve the shortcomings of the traditional single teaching, and enhance the quality of clinical teaching and nursing students' satisfaction. Methods 117 clinical nursing students of the Department of Rheumatoid Immune Kidney of the Nanjing Hospital Affiliated to Nanjing Medical Uni-versity were chosen as the subjects and were divided into two groups, and 57 nursing students who practiced in the Department of Rheumatoid Immune Kidney from 2013 to 2014 were recruited to the experimental group to receive multivariate integration teaching method, with another 60 students who practiced in the Department of Rheumatoid Immune Kidney from 2012 to 2013 as control group to receive the traditional single model teaching method. Two groups of nursing students were given the unified theory test and clinical skills exam-ination as well as the evaluation of comprehensive quality and satisfaction survey. SPSS 20.0 software was used to give the general statistical description of the theoretical results, operating results, comprehensive quality, satisfaction and other measurement data. Examination results were expressed by x±s. t test, rank sum test was used for statistical analysis and the test level was α=0.05. Results Theoretical result of the experimental group was (96.283±2.330), operating result was (93.883±3.173), the compre-hensive quality evaluation result was (46.133±2.111), and satisfaction degree was (45.033 ± 5.966). Theo-retical result of the control group was (87.850 ± 4.953), operating result was (84.333±5.011), the com-prehensive quality evaluation result was (35.650 ±3.804), and satisfaction degree was (33.683 ±7.101). Conclusion Multi-variate integration teaching method is conducive to the cultivation of nursing students' clinical thinking and comprehensive quality, and can improve their ability to communicate with patients and enhance their self-confidence. Therefore it is an effective teaching method, worthy of popularization and application in all departments.
