Scene Simulation Teaching Ward Round In The Application Of Surgical Oncology Practice Teaching Of Nursing Students

Objectives:For the implementation of the scene simulation teaching ward round. To analyze the application effect of scene simulation teaching rounds in the process of teaching nursing students in surgical oncology practice. To Sum up experience, to improve clinical nursing teaching mode, to provide the basis of improving the quality of nursing students practice.Method:The object of this study is the 2014 hospital internship nursing students. Randomly select three group practice surgical oncology nursing students as control group earning in July, September, and November. Earning in August, October, and December surgical oncology practice nursing students as experimental group. The control practice nursing students in the process of teaching with traditional teaching mode: "one to one" teaching, focusing on theoretical teaching once a week. On the basis of traditional teaching mode, Experimental practice nursing students in the process of teaching will attend a scene simulation teaching rounds once a week.The unified assessment methods and tools are used to collect the data of all the internship nursing students of the experimental group and control group before and after their enrollment. And the form of evaluation is given to the experimental group at the end of the internship. Using SPSS 17.0 statistical software was used in the process of research of relevant data analysis, processing, measurement data with mean + /- standard deviation( x ±s) statistical description, using t test.Results:1 Case analysis result1.1 Before Internship:Before Internship there was no statistically significant difference(P>0.05) comparing the experimental group compared with control group cases.1.2 After training:after a new type of teaching mode and teaching case, the analysis result of experimental group is higher than the control group, the difference was statistically significant(P<0.05).1.3 The self-matching test of the experimental group and control group: there was a statistically significant difference in self-matching test for both experimental group and control group before and after the internship.(P<0.01).2 After the internship, the experimental technical operation assessment scores are higher than the control group, the difference was statistically significant(P<0.05).3 After the internship scene simulation assessment gradesAfter internship the experimental simulation examination score is significantly higher than the control group, the difference was statistically significant(P<0.01).4 The comparison of the critical thinking ability of the experimental group and control group in surgical oncology practice before and after the internship.4.1 Before the internship, there was no statistically significant difference in the two groups of critical thinking ability in the total score, or each dimension score comparison(P>0.05).4.2 After the internship, critical thinking ability in the total score between the two groups, and each dimension score comparison, there was no statistically significant difference(P>0.05).4.3 The difference of the experimental group on the analysis, systematic thinking and cognitive level three aspects characteristics before and after the internship of was statistically significant(P<0.05);on critical thinking ability score was statistically significant(P<0.05).4.4 The critical thinking ability of the control group after practice are improved, but there was no statistically significant difference(P>0.05).Critical thinking ability score before and after the internship has statistically significant difference(P<0.05).5 The simulation teaching ward round effect evaluation feedback results.95% nursing students of the experimental group are satisfied with the implementation of the scene simulation teaching ward round. 100% nursing students satisfaction evaluation is presented in the five projects as “to find in lack of knowledge in a timely manner; to consolidate of knowledge; to enhance team collaboration and to increase communication with the teacher”.Conclusions:Through the scene simulation teaching ward round of new type of teaching mode, experimental practice nursing students reflect the good effect in many ways.1 Nursing students through the scene simulation teaching ward-round complete the discussion of the specific disease nursing knowledge, analysis and summarizing. Their understanding of the theory of knowledge is deepened and their memory of theory is strengthened. So it can effectively enhance the level of practice nursing students knowledge of theory and practice.2 The simulation assessment results confirmed that rounds role in the process of implementation of simulation can deepen their understanding of the changes in patients with heart of nursing students, the communication between nurses and patients become more harmony. It embodies the cultivation of communication skills of the nursing students.3 Rounds of form and content of simulation demonstration make the nursing students know how to discover, analyze and solve problems. It is conducive to the cultivation of critical thinking ability of nursing students, especially the abilities of analysis, systematic and cognitive maturity in ascension.4 The scene simulation teaching ward round effect evaluation feedback results provides the further support on the feasibility of the implementation of scene simulation teaching ward round and improves the effectiveness of the quality of internship.