Observation on effect of teaching based on cognitive load theory in the nursing teaching of intensive care medicine
10.3760/cma.j.cn116021-20201122-01043
- VernacularTitle:基于认知负荷理论的教学用于重症医学护理教学的效果观察
- Author:
Hongyi GAO
1
;
Jianping SUN
;
Jing LI
;
Ziya XIAO
Author Information
1. 济宁医学院附属医院急诊监护室，济宁 272029
- Keywords:
Cognitive load theory;
Teaching;
Nursing;
Intensive care medicine
- From:
Chinese Journal of Medical Education Research
2022;21(10):1393-1396
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of teaching based on cognitive load theory (CLT) in the teaching of intensive care medicine.Methods:A total of 70 practical nursing students studying intensive care medicine in the Affiliated Hospital of Jining Medical College from January 2019 to September 2020 were taken as the research objects. The nursing students who practiced from January 2019 to November 2019 were included in the control group ( n=35), and the students from December 2019 to September 2020 were included in the observation group ( n=35). The control group was given routine teaching, and the observation group was given CLT-based teaching. The differences of training load (clinical nursing student training load survey scale), empathy ability (Jefferson empathy scale for nursing students in Chinese version), self-learning ability (self-learning ability evaluation scale for nursing students) and critical medical nursing professional ability (comprehensive evaluation scale for core competence of intensive care nursing students) were compared between the two groups at the end of teaching. Chi-square test and t-test were performed by SPSS 19.0. Results:At the end of teaching, the scores of all dimensions of the observation group's clinical nursing student training load survey scale were lower than those of the control group (all P<0.05); the scores of all dimensions of observation group's nurses Jefferson empathy scale for nursing students in Chinese version, self-learning ability evaluation scale for college nursing students, and comprehensive evaluation scale for core competence of intensive care nursing students were higher than those of the control group (all P<0.05). Conclusion:When CLT-based teaching is applied in the teaching of intensive care medical nursing, it helps to reduce the training load of learners, and promote empathy, independent learning ability, and professional ability of intensive care medical nursing skills.
