Influence of "participatory mixed" modified teaching model on the comprehensive ability of new nurses in emergency department
Objective To explore the influence of"participatory mixed"modified teaching on the comprehensive ability of new nurses in emergency department.Methods Thirty newly designated emergency nurses who received routine teaching in our hospital from June 2019 to June 2020 were selected as the control group.Thirty newly designated emergency nurses who received"participatory mixed"modified teaching from July 2020 to August 2022 were selected as the observation group.The exam results,critical thinking ability,core competencies of nurses,and teaching satisfaction were compared between two groups.The t-test χ2 test and Fisher's exact test were performed using SPSS 24.0.Results After teaching,nurses in the observation group scored(21.36±2.58)points,(32.12±1.28)points,and(24.02±1.37)points in case analysis,theoretical knowledge,and basic emergency skills,respectively,higher than(19.02±1.79)points,(29.68±1.54)points,and(20.69±1.65)points in the control group(P<0.05).After teaching,the scores of critical thinking ability(analytical ability,unknown desire,truth searching ability,cognitive maturity,openness of mind,systematization ability,and critical thinking confidence)were increased in both groups(P<0.05),and the scores were significantly higher in the observation group than in the control group(P<0.05).After teaching,the scores of core competencies of nurses(perioperative assessment ability,professional cooperation ability,professional basic ability,professional management ability,and professional development ability)were significantly enhanced in the two groups(P<0.05),and the various scores in the observation group were significantly higher than those in the control group(P<0.05).After teaching,the scores of teaching satisfaction(sense of learning value,teacher-student interpersonal relationships,group interaction,teaching enthusiasm and organizational clarity,course management,teacher's knowledge width,and homework volume and difficulty)of nurses in the observation group were higher than those in the control group.Conclusions"Participatory mixed"modified teaching model can improve the teaching quality in new nurses in emergency department,enhance critical thinking ability and core competence of nurses,and improve teaching satisfaction.
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