| ObjectivesUsing video feedback combined with situational simulation teaching on the teaching of pediatric clinical nursing studdents.Comparing the differences between the video feedback combined with situational simulation teaching and the situational simulation teaching,through the improvement of students' theoretical knowledge,practical ability,the self-study ability,critical thinking disposition and the students' satisfaction.Aiming to Finding a better teaching for pediatric clinical nursing studdents.Participants and methodsIn this study,119 clinical nursing students from the children's neurology department of a top three hospital in Shandong Province from July 1st,2017 to February 28th were selected as the subjects.According to the clinical nursing students planning of the hospital,they were divided to 20 groups in the plan of the hospital and they joined into the internship of the children's neurology department in 8 batches.randomly selecting 4 batches as observation group(61 cases)and the remaining 4 batches as control group(58 cases).The two groups used the same teaching plans.The control group used the situational simulation teaching.The students took notes and operation points,and reviewed after class.The teacher took notes on student notes weekly,and communicated with classmates in time.The observation group,on the basis of situational simulation teaching,recorded the teaching process and copied the video to the students for review after class.Students are required to use a variety of ways to learn after class,mainly including compared with standard operation video,discuss learning,analysis and other methods,under the guidance of teachers,according to their own lack of timely correction,a week to hand in the written record and exercise video.Data are collected by giving theoretical examinations,operational tests and distributing questionnaires on the fourth week.SPSS17.0 software is used to analyze the related data.Results1.Data analysis showed that the observation group of students had higher scores in theory than the control group,and the data difference was statistically significant(P<0.05).2.Data analysis showed that the observation group of students were significantly better than the control group in Mini-clinical Evalution exercise score,learning initiatively and critical thinking disposition,the data difference was statistically significant(P<0.05).3.Data analysis showed that the observation group of students was significantly better than the control group in each subscale of the distributing questionnaire instudents' satisfaction(observation group of students was 90.2%?100%,the control group was 77.6%-93.1%),Of the twenty subscales,sixteen subscles between the two grops showed statistically significant(P<0.05),expect the ability of finding the the weak points of knowledge(?2=0.65,P>0.05),file searching ability(?2=0.008,P>0.05),teaming working ability(?2=0.42,P>0.05)and professional self-identity observation(?2=0.237,P>0.05).ConclusionThe simulation design scene teaching can improve the quality of clinical teaching,combining video feedback and scene simulation more better able in improving students' theoretical achievements,practical ability,and can stimulate students interest in learning.Video feedback combined with situational simulation teaching can help improve students' self-learning ability,active initiative,improve the humanistic quality of nursing students,and achieve good clinical teaching satisfaction.The teaching model has strong feasibility and practicability,and it is worthy to be popularized in China. |
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