Rearch And Application Of Action-Oriented Teaching In Fundamental Nursing Practice Teaching

Objective To explore the effect of action-oriented teaching on fundamental nursing practice teaching, compare the teaching effects with the traditional teaching methods and investigate the influence on critical thinking of undergraduate nursing students.Methods 64 undergraduate students in grade 2007 and 48 undergraduate students in grade 2008 in Qingdao University Medical College were investigated, which were divided into experimental group and control group randomly. The experimental group was applied action-oriented teaching while the control group was applied traditional teaching. After that, these students took unit skill examination and written examination, filled Watson—Glaser critical thinking appraisal (WGCTA) and the selfmade questionnaires (without signing their name) to evaluate the effects of the two methods. WGCTA scale contains five subscales, such as inference, assumption, deduction, explanation, evaluation. Every subscale includes 16 questions, the total score is 80. If the score was high, the cognitive ability of the subject's critical thinking was high; otherwise the cognitive ability was low. The selfmade questionnaire includes three parts (evaluation of practice teaching, practice skill promotions and abilities cultivation).There are 20 closed questions and one open question in the questionnaire. The closed question contains five ranks:excellent, good, general, bad and terrible,the five ranks are given to different scores:5,4,3,2,1. The data were analyzed by SPSS 15.0, descriptive analysis and t-test were used.Results (1) Results of the teaching effects questionnaires:The score of action-oriented teaching was higher than the traditional teaching. Furthermore the evaluation between practice teaching, practice skill promotions and abilities cultivation were significantly different. (P<0.05 or P<0.01). (2) Results of two unit skill examinations:The scores of the experimental group were much higher than the control group's, and the difference was significant (t=4.15, P<0.01; t=2.27, P<0.05). (3) Results of the written examination scores:There was no significant difference between the two groups in terms of elementary knowledge (t= 1.78,1.92,0.47,p>0.05); but they differed greatly in selection questions and case analysis (t=2.13,2.23,2.06,p<0.05) and general scores (t=3.86,p<0.01). (4) Results of the WGCTA scores:The scores of the two groups differed greatly in general scores (t=6.81,p<0.01). Except the item of evaluation (t=1.23,p>0.05), the other four items of inference(t=4.05,p<0.01), deduction(t=3.18, p<0.01), assumption(t=2.61, p<0.05), explanation(t=2.62, p<0.05) were significantly different among the two groups.Conclusion The action-oriented teaching has more advantages than the traditional teaching in fundamental nursing practice teaching. It has three advantages:improving the practice teaching effect and practice teaching quality, promoting the practice skills of nursing students and enhancing the self-study ability and critical thinking ability of nursing students. There are some defects during applying the action-oriented teaching, like short of suffient teaching resource. The nursing educators should take more research to make better effect of it.