Application of PCMC and PBL teaching method in obstetric nursing practice teaching
10.3760/cma.j.cn116021-20200901-01010
- VernacularTitle:PCMC与PBL教学在产科护理实习带教中的应用研究
- Author:
Cancan MENG
1
;
Ke LI
;
Qing CHEN
Author Information
1. 济宁医学院附属医院产科，济宁 272100
- Keywords:
Problem-originated clinical medical curriculum;
Problem-based learning;
Clinical teaching;
Nursing intern
- From:
Chinese Journal of Medical Education Research
2022;21(9):1253-1256
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.
