Mode Design And Application Research Of Situational Teaching In Nursing Clinical Teaching

Objective:To design a model of situational teaching, Using to guide clinical nursing teaching,Improve the quality of clinical practice of nursing students.To short the gap between thetheory and practice of nursing students and apply students’ theoretical knowledge in schoolfor clinical practice better and faster. To improve nursing students’ self-learning ability toidentify problems and solve problems, preparing for care in future better.Methods:Select the nursing students in clinical practice on July11,2011Nov.30-2012103people, of which68are undergraduate students,35are college students;100girls and3boys. Internship team as a unit, each intern group were randomly divided into experimentaland control groups, the experimental group of52people, divided into10groups, each groupof5-6people, using scenarios pedagogy practicum. The control group of nursing students,51people remained traditional internship. After the end of the internship, all students afterthe unified proposition course completion theory test, Mini Clinical Evaluation ExerciseScale score (Mini-Clinical Evaluation Exercise, Mini-CEX), learning positive initiative(Active Learning state, ALS) scale score and the practical effect of severe nursing recordswriting assessment, the two groups were compared.Descriptive statistical analysis, as follows:1the experimental group compared with thecontrol group theoretical examination results;2Mini-CEX score comparison of theexperimental group and control group;3the experimental group and control group nursingdocument writing performance’ comparison;4the experimental group and the control group’learning positive initiative scores comparison;5the comparison of the experimental groupand the control group in Clinical Practice feedback.Results:Situational teaching experimental group students’ theoretical test scores, Mini-CEXscores,learning positive initiative assessment, care medical writing,their scores weresignificantly better than the control group. Feedback questionnaire survey results of the twogroups of students: student clinical internship overall satisfaction, the ability to communicatewith patients, clinical practice teaching methods were satisfaction with the level of interest of clinical internship teaching methods, clinical learning content arrangements satisfactionaspects, the experimental group and the control group were significantly different(P <0.05),the difference was statistically significant.Conclusions:1Designed situational teaching model greatly improved the clinical nursing teachingquality, there is the feasibility and practicality,it should be widely applied.2Situationalteaching stimulate students’ interest in learning and develop students’ self-learning ability;Scenario simulation teaching cultivate nursing students’ critical thinking abilities andimprove the quality of nursing students in the humanities. Improve the level of teaching andnursing students in clinical nursing satisfaction with teaching. More important is the scenariosimulation teaching methods help to improve the overall quality and ability of nursingstudents.