Application Of Experiential Learning In Clinical Probation Teaching Of Nursing Undergraduates

ObjectiveTo provide basic reference for clinical probation teaching of nursingundergraduates, effects of ‘experiential learning’ on clinical probation teaching wasassessed.MethodsThis study was quasi-experimental. Using the sample of convenience cluster,89nursing undergraduates from Grade2010of University of South China were as thecontrol group,100nursing undergraduates from Grade2011were as the experimentalgroup.‘Questionnaire of the general situation’,‘Self-directed learning scale,’‘Chinese version of the critical thinking ability inventory (CTDI–CV)’ and ‘clinicalcommunication skills assessment scale’ were used to assess the Self-directed learningability, Critical thinking skills and Clinical communication ability of nursing students.The students in the control group mainly adopted the traditional teaching method.Those in the experimental group adopted experiential learning. After the intervention,the students were determined the Self-directed learning ability, Critical thinking skillsand Clinical communication ability. The data were analyzed by SPSS13.0software.The statistical methods included statistical descriptive, two-sample t-test, pair t-test,Chi-square test and so on.Results1. Before the intervention, the scores of self-directed learning ability, critical thinkingability and clinical communication ability of nursing students in the control group andexperimental group were respectively [(147.46±15.62),(144.56±13.43)],[(272.34±25.91),(269.85±26.16)] and [(73.19±5.43),(73.20±5.58)], the difference was notstatistically significant (P>0.05). 2. After the intervention, the score of self-directed learning of the students in thecontrol group (149.08±14.06) was higher than that before intervention, but there wasno statistical difference (P>0.05); the score of self-directed learning of nursingstudents in the experimental group (153.96±9.52) was higher than that beforeintervention, there was statistical difference (P<0.05); the score of different value ofself-directed learning of the students in the experimental group (9.34±17.52) washigher than that in the control group (1.62±20.56), there was statistical difference(P<0.05).3. After the intervention, the score of critical thinking ability of the students in thecontrol group (275.34±18.44) was lower than that before intervention, there was nostatistical significance (P>0.05); the score of critical thinking ability of the students inthe experimental group was higher than that before the intervention, there wasstatistical difference (P<0.05); the score of different value of critical thinking abilityin the experimental group (14.43±27.36) was higher than that in the control group(－3.00±32.47), there was statistical difference(P<0.05).4. After the intervention, the score of clinical communication ability of the students inthe control group was higher than that before the intervention, there was no statisticaldifference (P>0.05); the score of clinical communication ability of the students in theexperimental group was higher than that before the intervention, there was statisticaldifference (P<0.05); the score of different value of clinical communication ability ofthe students in the experimental group (4.67±6.95) was higher than that in the controlgroup (1.07±7.04), there was statistical difference(P<0.05).Conclusion1． Experiential Learning can promote the development of undergraduate nursingstudents’ self-directed learning ability, critical thinking ability and clinicalcommunication ability.2． Experiential Learning is helpful to improve the teaching quality of clinicalpractice of undergraduate nursing students.