The Investigation Of Task-based Learning Teaching Model In Emergency Nursing Experiment Teaching

Objective: This topic is aimed at studying the application of “task-based learningteaching model” in Emergency nursing skill experiment teaching course, comparing theteaching effects of “task-based learning teaching model” and “traditional teachingmodel” in the course, and studying the impact of using TBL teaching method on thecritical thinking ability of nursing students.Methods: The researcher selected121nursing students at a certain JuniorMedical College in2009randomly, with experimental group61members and controlgroup60members. The experimental group took “task-based learning teaching model”in Emergency nursing experiment teaching course, with “nursing assessment, nursingdiagnosis, nursing intervention, evaluation” as guidance, and adopting “task proposing,task analysis, task discussing, task accomplishment and summary evaluation” methods.“Traditional teaching model” was took for the control group in the course, which refersto the presentations of teacher, followed by the reaction and practice of students. Ademographic questionnaire and California Critical Thinking DispositionInventory-Chinese Version were used to investigate before the experiment. After theexperiment, The researcher took CTDI-CV survey to the two groups of nursing studentsagain, and compared the emergency nursing related course work results and skillexamination operating results of these two groups. The data were analyzed by usingSPSS13.0.Results：1.There was no significant difference among sex ratios, hometowns, ages andCollege entrance examination scores between these two groups of nursingstudents(p>0.05). 2. The total scores of the critical thinking ability of nursing students in thisresearch were in a positive level.3.There was no significant difference among critical thinking ability total scoresand each dimensional scores between these two groups of nursing students (p>0.05).After the experiment, the scores of experimental group nursing students weresignificantly higher than control group nursing students among the total scores,Truth-seeking scores, Analyticity scores, Self-confidence scores and Inquisitivenessscores of CTDI-CV (p<0.05).4.Theoretical examination scores of experimental group nursing students werehigher than the control group (p<0.05).5.Operating examination scores of experimental group nursing students werehigher than the control group (p<0.05).Conclusion:1.The nursing students’ critical thinking scores were in a positive level.2.“Task-based learning teaching model” is beneficial to the improvement ofnursing students’ critical thinking ability.3.“Task-based learning teaching model” can broaden the nursing students’ theoryknowledge scope related to Emergency nursing.4.“Task-based learning teaching model” can improve the operating skills inemergency nursing.