Application research of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students
10.3760/cma.j.cn116021-20200911-01199
- VernacularTitle:情景剧结合同伴教学在本科护生临床实习教学中的应用研究
- Author:
Zhengyun ZHU
1
;
Zhehao ZHANG
;
Fengqin XU
;
Xiaohuan JIN
Author Information
1. 南京医科大学康达学院第一附属医院/徐州医科大学附属连云港医院/连云港市第一人民医院护理学基础教研室，连云港 222000
- Keywords:
Situation comedy;
Companion;
Nursing student;
Nursing
- From:
Chinese Journal of Medical Education Research
2023;22(2):310-314
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students.Methods:A total of 96 undergraduate nursing students who practiced in a first-class hospital at grade 3 in 2019 were randomly divided into the observation group and the control group, with 48 nursing students in each group. The control group adopted clinical teaching mode, including group theory teaching and group operation demonstration. On the basis of this, the observation group additionally adopted the clinical teaching mode of situation comedy teaching combined with peer teaching. The differences between the two groups in the assessment of nursing knowledge and skills assessment, independent learning ability and teaching satisfaction were observed. SPSS 20.0 software was used for t-test. Results:After the implementation of clinical teaching, the scores of nursing comprehensive ability of nursing students in the observation group (87.71 ± 5.11) were higher than those in the control group (78.47±6.24) ( P < 0.05). The independent learning ability of nursing students in the observation group (98.80±10.61) was significantly higher than that in the control group (74.47±9.83), and the difference was statistically significant ( P < 0.05). The score of teaching satisfaction in the observation group (2.83±7.07) was significantly higher than that in the control group (50.17±6.75), and the difference was statistically significant ( P < 0.05). Conclusion:The application of situation domedy teaching combined with peer teaching in the clinical teaching of undergraduate nursing students can improve their independent learning ability and clinical practice ability. Meanwhile, the process of teachers and students participating in situational experience and peer analysis and discussion can increase the teacher-student interaction, and improve the satisfaction of nursing students with clinical teaching.
