Research On The Application Effect Of Action-Oriented Teaching Method In Clinical Nursing Teaching In Operating Room

ObjectiveThis study developed and implemented the specific implementation plan of action-oriented teaching method in clinical nursing teaching in operating room,in order to explore the application effect of action-oriented teaching method in clinical nursing teaching in operating room.MethodsA total of 240 nursing interns that entered the operating rooms of department A and B in a tertiary grade A hospital in Qingdao from Jun,2018 to Jun,2019 were selected as research objects.All the interns were assigned to different departments for rotation practice by complete random sampling.The nursing interns that entered the operating room of department A were set as the experimental group,which accepted teaching by action-oriented method.While the nursing interns that entered the operating room of department B during the same period were set as the control group,which accepted teaching by traditional method.The internship lasted for four weeks.The evaluation of the interns' comprehensive ability and teaching level of the clinical teachers were carried out by separately using “Competency Inventory for Registered Nurse(CIRN)”,“General Self-Efficacy Scale”,“result of theoretical and operational assessment”,“nursing satisfaction of intern” and “evaluation form of behavior anchoring grade of clinical nursing teachers”.The software SPSS22.0 was used to process data,Methods such as “`x±s”,“rate and composition ratio” were used for general statistical description.Two independent sample “t test” was used to analyze and compare the differences in application effect between using action-oriented teaching method and traditional teaching method in clinical teaching.ResultsA total of 236 nursing students completed the whole study,including 117 in the control group and 119 in the intervention group.1.The Comparison of total scores of “CIRN”: before the intervention,there was no significant difference between the two groups.(t=0.53,P>0.05).After the intervention,the control group scored(107.92±3.59)points and experimental group scored(118.18±5.72)points.The experimental group was significantly higher than the control group,and the difference between the two groups was statistically significant(t=13.60,P<0.01).And also,for both groups,the difference of scores before and after intervention was statistically significant(P<0.01).2.The Comparison of “General Self-Efficacy Scale”: before the intervention,there was no significant difference between the two groups.(t=0.60,P>0.05).After the intervention,the control group scored(2.12±0.52)points,and the experimental group scored(2.23±0.43)points.The difference between the two groups was statistically significant.(t=16.29,P<0.01).And also,for both groups,the difference of scores before and after intervention was statistically significant(P<0.01).3.The Comparison of theoretical assessment result: before the intervention,there was no significant difference between the two groups.(t=1.41,P>0.05).After the intervention,the control group scored(82.21±4.12)points and the experimental group scored(89.75±3.70)points.The difference was statistically significant(t=14.77,P<0.01).And also,for both groups,the difference of theoretical assessment scores before and after intervention was statistically significant(P < 0.01).The Comparison of operational assessment result: before the intervention,there was no significant difference between the two groups(t=1.28,P>0.05).After the intervention,the control group scored(85.13±4.33)points,and the experimental group scored(91.36±2.98)points.The difference was statistically significant(t=14.43,P<0.01).For the experimental group,the difference of operation assessment scores before and after intervention was statistically significant,(P<0.01),however,there was no significant difference in the control group(P>0.05).4.The Comparison of total scores of nursing satisfaction: the control group scored(68.36±4.68)points and the experimental group scored(90.14±2.20)points,the difference was statistically significant(t=45.62,P<0.01).5.The Comparison of “Behavior anchor score of clinical teachers”: before the intervention,there was no significant difference between the two groups.(t=0.69,P>0.05).After the intervention,the control group scored(9.07±1.17)points,and the experimental group scored(11.69±0.47)points,the difference was statistically significant.(t=22.63,P<0.05).Conclusion1.By using action-oriented teaching method in clinical nursing teaching in the operating room,it can improve the competency of nursing interns,enhance the interns' self-efficacy,enable them to acquire proficiency in theoretical knowledge and operation skills of nursing in operating room,and improve the satisfaction with clinical nursing teaching in operating room.2.Action-oriented teaching method will change the teaching concept of clinical teachers and urge them to improve their own quality and teaching level.In practice,application of this method can improve and supplement clinical nursing teaching methods to advance the teaching effect.