| Objective : This article applies the PBL combined with scenario simulation teaching method to the teaching practice of pediatric department of orthopedics clinical nursing interns in order to explore a new method of nursing teaching in children's department of orthopedics.Method:We took cluster sampling method in a Grade-III hospital,57 nursing students who received traditional teaching method were enrolled from January 2016 to March 2017 as Control Group,and 62 nursing students who received.PBL combined with scenario simulation teaching method were enrolled from June 2017 to March 2018 as Study Group.After the teaching,the students of the two groups were assessed for theoretical skills,and the nursing students' autonomous learning ability assessment tool,the medical students' communication skills attitude scale(guardian version)and the Chinese version of the critical thinking ability measurement table were used before and after the teaching.The students of the group conduct evaluations and perform statistical analysis on the results of assessment and evaluation.Results:1.The results of theory and skill operation assessment: After teaching,the total theoretical test group 84.00(76.00,87.00)compared with the control group 80.00(71.50,85.00),the difference was statistically significant(z =-2.111,P = 0.035);The difference between the 39.00(35.75,43.00)and the control group 37.00(31.00,41.50)in the orthopedic theory achievement group was statistically significant(z=-2.152,P=0.031);the axis turning skills performance test group was 81.50(72.75,89.00)Compared with the control group 77.00(67.50,85.00),the difference was statistically significant(z=-2.204,P=0.028);the restraint method skill performance test group was 83.00(75.75,91.00)and the control group(78.65±8.93)In comparison,the difference was statistically significant(t=-2.374,P=0.018);2.Self-learning ability: After the teaching,the students of the experimental group and the control group were assessed using the self-learning ability assessment tool of the nursing students.The difference was statistically significant between the two groups and the score before teaching(z=-5.758,P=0.000;z=-4.661,P=0.000);Before and after the teaching,the difference between the test group score and the control group score difference was statistically significant(z=-2.676,P=0.007);3.Communication skills: After the teaching,the students of the test group and the control group were assessed using the Medical Students Communication Skills Attitude Scale(Nursing Student Edition).The positive attitudes of the two groups were compared with those before the teaching,and the differences were statistically significant(z =-9.470,P = 0.000;t =-2.067,P = 0.041).There was a statistically significant difference in negative attitude scores(t = 3.976,P = 0.000;z =-6.360,P = 0.000);Before and after the teaching,the difference between the positive attitude score of the experimental group and that of the control group was statistically significant(z=-4.195,P=0.000).The difference between the negative attitude scores of the two groups was not significant.Statistical significance(z=-1.640,P=0.101);4.Judgmental thinking ability: After the teaching,the test group and the control group were evaluated by using the Chinese version of the critical thinking ability measurement table.The two groups were divided into four dimensions: searching for truth,opening ideology,analytical ability,and curiosity.Compared with scores before,the difference was statistically significant(P<0.05);before and after teaching,the score difference between the experimental group and the control group scored in the four dimensions of seeking truth,opening ideology,analytical ability and curiosity.The difference was statistically significant(z=-2.337,P=0.019;z=-2.615,P=0.009;z=-3.175,P=0.001;z=-3.050,P=0.002).Conclusion : Compared with traditional teaching methods,PBL combined with situational simulation teaching method can more effectively improve the theory and skills,autonomous learning ability,communication skills and critical thinking ability of children orthopedic nursing students. |
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