Research about the influence of introducing standardized patient into problem-based learning to autonomous learning abilities for undergraduate nursing students based on clinical thinking training
10.3760/cma.j.issn.1672-7088.2016.22.005
- VernacularTitle:基于问题的学习中标准化患者对本科护生自主学习能力的影响研究
- Author:
Delan LIU
;
Dani HOU
;
Huageng CHEN
;
Xiaoli PANG
;
Tianchen LI
;
Yuanyuan ZHANG
- Publication Type:Journal Article
- Keywords:
Problem- based learning;
Standardized patient;
Clinical thinking training;
Undergraduate nursing students;
Autonomous learning ability
- From:
Chinese Journal of Practical Nursing
2016;32(22):1701-1705
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the influence of introducing standardized patient (SP) into problem-based learning (PBL) to the autonomous learning abilities for undergraduate nursing students based on clinical thinking training. Methods To select 2 classes randomly from full-time professional nursing undergraduate classes enrolled in 2012 from Tianjin university of traditional Chinese medicine, was divided into the experimental group and the control group by random number table method. The control group uses PBL teaching mode, and the experimental group adopts introducing SP into PBL teaching mode. Course lasts for 4 weeks, a total of 18 hours. To evaluate two groups nursing students′the percentage of asking questions by themselves and examination results in the end of the course, and evaluate nursing students′autonomous learning ability before and after the course and after three months of clinical practice respectively. Results The percentage of asking questions by themselves and examination results of the experimental group were 87.80%(36/41) and (84.24±5.12) points, (87.85±5.44) points, the control group were 68.89%(31/45) and (81.51±6.63) points, (84.40±7.96) points, the difference was statistically significant (χ2=4.46, t=2.13, 2.37, P<0.05);There was no statistical significance between two groups in the score of autonomous learning ability before the course (P>0.05), while after course and after three months of clinical practice of the experimental group were (93.71±9.56) points, (103.27±11.92) points, the control group were (85.47 ± 9.28) points , (91.36 ± 10.56) points, the difference was statistically significant (t=3.56, 4.89, P<0.01). Conclusions The teaching mode of introducing SP into PBL can train and improve the autonomous learning ability of undergraduate nursing students,and can provide reference for nursing teaching mode reform.
