Application of SNAPPS Bedside Teaching Method in Pediatrics Teaching
Objective To explore the application effect of SNAPPS bedside teaching method in pediatric education in medical schools.Methods A total of 100 clinical medical students from Nantong First People's Hospital from January 2021 to May 2022 were selected as the research subjects and randomly divided into a study group and a control group.Each group included 50 students.The students of control group used traditional bedside teaching methods,while the students of research group used SNAPPS bedside teaching methods.Compared the clinical comprehensive abilities,assessment scores and teaching satisfaction between two groups.Results The differences in pre-clinical comprehensive ability scores between the two group students were not statistically significant(P>0.05).After the teaching intervention,the research group showed significantly higher scores in the assessment dimension(92.79±5.27)points,resilience dimension(95.97±3.52)points,coping ability dimension(93.64±2.47)points,self-positioning dimension(94.87±3.11)points,professional development dimension(92.16±3.17)points,and communication ability dimension(94.17±2.63)points compared to the control group(89.97±5.1)points,(93.49±3.73)points,(90.17±3.44)points,(91.25±2.47)points,(89.97±4.63)points,and(91.16±2.47)points,respectively(P<0.05).The differences in pre-teaching assessment scores between the two student groups were not statistically significant(P>0.05).After the teaching intervention,the research group demonstrated significantly higher scores in operation skills(92.16±2.11)points,theoretical knowledge(94.11±2.47)points,nursing assessment(92.67±4.17)points,health education(92.67±3.25)points,critical care management(93.97±2.14)points,and nursing record writing(94.16±3.16)points compared to the control group(90.49±3.47)points,(92.86±2.47)points,(90.49±4.61)points,(91.16±2.11)points,(92.23±4.31)points,and(91.17±2.16)points,respectively and the differences were statistically significant(P<0.05).The research group also scored significantly higher in teaching content(94.16±3.16)points,training format(95.46±2.14)points,level of understanding(93.16±2.41)points,and overall average score(94.89±3.61)points compared to the control group(91.24±2.11)points,(93.75±3.63)points,(91.64±4.16)points,and(93.23±1.57)points,respectively and the differences were statistically significant(P<0.05).Conclusion The application of SNAPPS bedside teaching method in pediatrics teaching in medical schools can effectively improve students'clinical comprehensive abilities and assessment scores,with high teaching satisfaction.
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