The Application Of The PBL+LBL Dual Teaching Mode In Teaching Of "Nursing Of Obstetrics And Gynecology" At College Level

Objective:This work applied dual teaching mode based on the combination of PBL and LBL in theory teaching of "Nursing of Obstetrics and Gynecology" in junior college. Then, we compared the teaching effect of PBL+LBL dual teaching mode and LBL unitary teaching mode on the basis of the influence on students' communication skills, critical thinking skills, self-directed learning ability and student test score. This work aimed to construct PBL+LBL dual teaching model for teaching the theory of junior college "Nursing of Obstetrics and Gynecology" to improve students' learning efficiency and to cultivate students' comprehensive quality.And clinical courses teachers are provided a new and effective teaching mode.From the implementation of the teaching process in experience and weakness, it provide the basis for further promoting PBL+LBL dual teaching mode in nursing teaching.Methods:Quasi-experiment design was employed. This work selected students from two nursing college classes of 2014 in Sichuan nursing college as research object. These two classes were divided into the control group (82 people) and the test group (80 people). Before the experiment, two groups of students were tested, including general information, medical and nursing related subjects test scores, self directed learning ability and critical thinking ability. In the theory teaching process of the "Nursing of Obstetrics and Gynecology", the control group was taught using LBL unitary teaching mode and the test group with PBL+LBL dual teaching mode. At the end of the theoretical teaching, we studied on the teaching effect based on students'theoretical examination scores in combination with questionnaire survey. The critical thinking ability was evaluated by using Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The self-directed learning ability was estimated by the Chinese Version of Self-Rating Scale for Self-Directed Learning (SRSSDL-CV). All data using spass19.0 statistical software for statistical analysis, P<0.05 has statistical significance.Results:1. Baseline comparisonGeneral information, medical and nursing related subject test scores, there is no statistical difference (P>0.05). Statistical data show two groups of students in the Chinese version SRSSDL (SRSSDL-CV) score and each dimension score compared with no statistical difference (P>0.05). Statistical data show two groups of students in CTDI-CV total score and the score of each dimension with no statistical difference (P>0.05). There were no significance difference in baseline between two groups.2. Teaching effect evaluation2.1 Comparison of theoretical examination results:the total score of the test group was higher than that of the control group, the difference was statistically significant (t = 2.136, P< 0.05). And the scores of short answer and analysis questions of the test group were higher than that of the control group, the difference was statistically significant (Z=-3.334,-2.51, P<0.05).2.2 Comparison of SRSSDL-CV score:After the teaching, the SRSSDL-CV total score and each dimension score of the students in test group were higher than that of the control group. The differences were statistically significant (t values are-5.601,-5.378,-4.745,-4.708,-4.269,-2.899, respectively, P<0.05). In test group, the SRSSDL-CV total score and five dimensions were higher than that before the experiment. The differences were statistically significant (t values are-5.409,-5.349,-4.763,-4.641,-3.674,-2.863, respectively, P<0.05). After teaching, the SRSSDL-CV total score of the control group and the scores of each dimension were compared with before teaching, and there was no statistical significance (P>0.05).2.3 Comparison of CTDI-CV score:After the teaching, the CTDI-CV total score and analysis ability, judge the confidence of the mind, cognitive maturity and truth searching of the students in test group were higher than that of the control group. The differences were statistically significant (t values are-2.891?-6.564?-2.657?-4.138?-2.668, respectively, P<0.05). The CTDI-CV total score and open mind, analysis ability, judge the confidence of the mind, cognitive maturity and truth searching of the students in test group were higher than that before the experiment. The differences were statistically significant (t values are-3.658?-2.692?-6.166?-3.296?-4.730?-3.014, respectively, P<0.05). After teaching, the control group CTDI-CV total score and the scores of each dimension were compared with before teaching, there was no statistical significance (P>0.05).Conclusion:1. PBL+LBL dual teaching mode is conducive to improving the theoretical examination results of nursing students.2. PBL+LBL dual teaching mode is conducive to the cultivation of the comprehensive quality of nursing students.3. Preliminary construction of PBL+LBL dual teaching model in College "gynecology and obstetrics nursing".