Application of the Teaching Mode of Split Classroom Combined With PBL Teaching Method in the Nursing Teaching of Newly Hired Nurse in the Department of Thoracic Surgery
Objective To explore the application effect of the teaching mode of split classroom combined with PBL teaching method in the nursing teaching of newly hired nurse in the department of thoracic surgery.Methods A total of 80 newly hired nurses from the department of thoracic surgery of Yantai Affiliated Hospital of Binzhou Medical University from July 2021 to July 2022 were selected as the research objects,and 40 nurses who were hired from July 2021 to January 2022 were selected as the control group,and 40 nurses who were hired from February 2022 to July 2022 were selected as the observation group according to the entry order of nurses.The control group implemented the conventional teaching mode,and the observation group implemented the split classroom combined with PBL teaching mode.Both groups were taught for 1 month.The influence of the two teaching methods on the theoretical and operational assessment results,critical thinking ability and comprehensive quality of new hired nurses in thoracic surgery were compared.Results After training,the theoretical and operational test scores of the observation group were(45.26±2.72)points and(45.16±1.89)points,respectively,which were higher than those of the control group[(41.14±1.90)points and(40.20±3.07)points],and the differences were statistically significant(P<0.05).After training,the scores of critical thinking disposition inventory-Chinese version(CTDI-CV)such as truth-seeking[(42.26±3.14)points],open-minded[(42.97±3.64)points],analytical ability[(44.96±1.28)points],systematic ability[(41.87±2.97)points],critical thinking confidence[(41.82±2.59)points],thirst for knowledge[(42.79±2.82)points]and cognitive maturity[(43.74±2.64)points]of the observation group were higher than those of the control group[(39.04±2.69)points,(39.56±3.28)points,(40.76±2.69)points,(36.42±3.54)points,(35.64±2.79)points,(39.56±3.28)points,(35.91±2.28)points],the differences were statistically significant(P<0.05).After training,the scores of mini-clinical evaluation exercise(Mini-CEX)such as nursing consultation[(8.97±0.32)points],nursing physical examination[(8.21±0.21)points],nursing diagnosis[(7.99±0.19)points],nursing measures[(8.26±0.74)points],health consultation[(8.75±0.69)points],humanistic care[(8.26±0.94)points],organizational effectiveness[(8.12±0.64)points],overall evaluation[(8.36±0.27)points]of the observation group,were higher than those of the control group[(7.21±0.42)points,(5.87±0.69)points,(6.17±0.41)points,(6.28±0.63)points,(6.24±0.64)points,(7.12±0.63)points,(7.01±0.34)points,(7.34±0.42)points],the differences were statistically significant(P<0.05).Conclusion The application of split classroom combined with PBL teaching mode in the nursing teaching of newly hired nurse in the department of thoracic surgery can effectively improve their theoretical and operational examination results,and improve their critical thinking ability and comprehensive quality of nursing work.
万方数据
维普
