PBL Teaching Method In The Application Of Psychological Medicine Clinical Teaching Of Practice Nursing Students

Objective:To understand the demand practice nursing students for the attitude of the PBL teaching method,analysis the PBL teaching method impact to critical thinking ability of practice nursing students,development,to reference the PBL teaching mode into the practice nursing students clinical teaching,to improve the practice nursing students,question and problem solving skills,and evaluate the effect of PBL teaching method in clinical teaching.Method:Selected totally144 practice nursing students in a certain level of first affiliated hospital psychological medicine application from July 2015 to July 2016 as the research object,using practice nursing students,cognition,attitude towards PBL teaching questionnaire,the Chinese version of critical thinking ability inventory(CTDI-CV),self-evaluation of practice nursing students,clinical internship,and PBL effect evaluation questionnaire,investigate practice nursing students cognition and attitude on PBL teaching,analyze the factors may affect the practice nursing students,ability of critical thinking,evaluation of the implementation of the PBL teaching effect.144 practice nursing students in order to the psychological medicine application practice rotary batch ordering,8-10 people each batch of rotary,students by SPSS17.0 statistical software will be in accordance with each group of 4 to 5 people were randomly divided into two groups,experimental group of 72 people,the control group of 72 people,totally 144 people.Control group with the traditional clinical teaching,the experimental group in traditional clinical teaching combined with PBL teaching method,comparing two groups of practice nursing students,theoretical knowledge,clinical skills,critical thinking ability,satisfaction of clinical practice and clinical teaching effect evaluation.Results:1.The results of a baseline: 144 practice nursing students,average age was(22.92 + 1.30),the male 17,female127;Han 55 people,89 people of ethnic minorities;college 100 people,undergraduate course 44 people;61.11% of practice nursing students had part-time job experience;like the professionals accounted for 88.89%;144 practice nursing students,score of critical thinking ability : seeking truth dimension score is(37.92 ? 7.33),open mind dimension score is(42.59?4.96),abilitiy of analysis dimension score is(42.58?5.08),the ability of systematic dimension score is(40.41?6.44),critical thinking self-confidence dimension score is(38.90?6.50),the thirst for knowledge dimension score is(43.78?6.80),the cognitive maturity dimension score is(40.88?7.43),the total score is(2287.05±28.63),the whole practice nursing students has positively critical thinking;2.the influencing factors of critical thinking ability of practice nursing students,analysis showed that:(1)The results of single factor analysis: nationality,educational background,kinds of students,whether like nursing are the affecting factors of practice nursing students critical thinking ability.(2)The results of Regression analysis: nationality,educational background,kinds of students,whether like nursing are the mean factors of practice nursing students,critical thinking ability.3.The two groups,(each group of 72,a total of 144)after intervention results:(1)Before the intervention,the two groups of basic data of practice nursingstudents,PBL cognitive situation,the group's participation experience,basic skills,critical thinking ability score and PBL basic skills compared differences no statistical significance(P>0.05),baseline was comparable.(2)After the intervention results: after the intervention,experimental group in seeking truth,abilitiy of analysis,ability of systematic dimension,critical thinking self-confidence,cognitive maturity score and total score increase statistically significant(P<0.05);after the intervention,control group in seeking truth,ability of systematic dimension,critical thinking self-confidence,cognitive maturity score and total score increase statistically significant(P<0.05);experimental group operating ability appraisal score higher than the control group(P<0.05);experimental group to the PBL teaching agreement rate is above 70.83%,said the PBL teaching effect is better;experimental group more supports than the control group that thinks clinical teaching helps to master the specialized theory knowledge(P<0.05);the control group compared to the experimental group says that clinical teaching promoted their professional interests(P<0.05);experimental group with the teacher and practice arrangement satisfaction is higher than the control group(P<0.05).Conclusion:PBL teaching method can improve the ability of critical thinking of practice nursing students,more conducive to practice nursing students in seeking the truth and the development of analytical skills;To train practice nursing students,ability of team work and improve asking question and problem solving skills;Help to expand practice nursing students,knowledge,master the clinical nursing skills.Help to improve the quality of clinical teaching,acquisition of teachers teaching practice and clinical practice nursing students,satisfaction.