Application of "secret room escape" game teaching combined with situational case teaching mode in the teaching of standardized training of neurological nursing
10.3760/cma.j.cn116021-20211218-00940
- VernacularTitle:"密室逃脱"游戏教学结合情景案例在神经内科护理规培教学中的应用研究
- Author:
Li XU
1
;
Li YANG
;
E LI
;
Jing MA
;
Wen ZHANG
Author Information
1. 新疆维吾尔自治区人民医院神经内科，乌鲁木齐 830001
- Keywords:
"Secret room escape" game teaching;
Situational case;
Department of Neurology;
Teaching of nursing standardized training;
Comprehensive ability
- From:
Chinese Journal of Medical Education Research
2022;21(7):948-952
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of "secret room escape" game teaching combined with situational cases on the teaching of standardized training of neurological nursing.Methods:A total of 102 nurses who underwent the standardized training in the Department of Neurology of Xinjiang Uygur Autonomous Region People's Hospital from January 2019 to September 2020 were divided into control group ( n=51) and observation group ( n=51). The control group used situational case teaching, and the observation group used "secret room escape" game teaching combined with situational case teaching. The scores of critical thinking and learning engagement of the two groups were evaluated, and the theoretical assessment scores, clinical comprehensive ability scores and teaching satisfaction of the two groups were compared. SPSS 22.0 was performed for chi-square test and t test. Results:Before teaching, there was no significant difference in the scores and total scores of truth seeking, mind opening, analytical ability, systematic ability, self-confidence of critical thinking, thirst for knowledge and cognitive maturity between the two groups. After teaching, the scores and total scores of the observation group in above aspects were higher than those of the control group ( P<0.05). There was no significant difference in the scores and total scores of behavioral engagement, cognitive engagement and emotional engagement between the two groups before teaching; after teaching, the scores and total scores of these aspects in the observation group were higher than those in the control group ( P<0.05). The scores of theoretical examination [(82.02±3.27) vs. (79.66±3.45)] and clinical comprehensive ability [(83.30±3.54) vs. (80.82±3.73)] in the observation group were higher than those in the control group. The teaching satisfaction of the observation group was 98.04% (50/51), higher than 82.35% (42/51) of the control group. Conclusion:The "secret room escape" game teaching combined with situational cases can improve the critical thinking ability of standardized training nurses, stimulate them to participate in learning, improve their theoretical examination results and clinical comprehensive ability, and improve their satisfaction with teaching and the recognition rate of teaching effect.
