Applied Research Of Real-PBL In Nursing Students' Practice Teaching

Objectives: To explore the effectiveness in the application of Real-PBL(Problem-Based Learning based on the real clinical situations)in nursing students' practice teaching and to provide reference for the reform of nursing students' practice teaching methods.Methods: 96 three-year higher vocational nursing interns from April 2017 to March 2018 in Yancheng City No.1 People's Hospital were selected.Approved by Nursing Department,according to the student number,all the participants were divided into 16 groups,each group of 6 people.Then,the 16 groups were numbered sequentially and randomly divided into the experimental group and the control group,with 1:1 relationship.Both of the two groups had 8 small groups,including 48 nursing interns.The Real-PBL method was used in the experimental group and the traditional teaching method was used in the control group.Before intervention,the baseline survey was carried out in the two groups,including basic information,critical thinking ability,clinical communication ability and humanistic care ability.After intervention,the critical thinking ability,clinical communication ability and humanistic care ability of the two groups were assessed and the relevant data were collected.Two groups of nursing students were assessed by “Mini Clinical Assessment Scale” to understand the teaching results,and the clinical teachers of experimental group completed “Evaluation Form” to understand the teacher's evaluation of Real-PBL method.The assessment results of bedside theory-practice integration,critical thinking ability,clinical communication ability and humanistic care ability of the two groups were compared to evaluate the teaching effect of Real-PBL.Results: 1.Critical Thinking Ability There was no statistical difference in the total score and dimensions of critical thinking ability between the experimental group and the control group before intervention(P>0.05);after intervention,the total score of critical thinking ability of nursing students in the experimental group was higher than that of the control group,and the scores of analysis ability,truth-seeking ability,systematization ability and self-confidence of critical thinking were higher than those of the control group with statistical significance(P<0.05);the total score of critical thinking ability,seeking-truth ability and systematization ability in the control group were higher than those before intervention(P<0.05);the total scores and dimensions of critical thinking ability in the experimental group after intervention were higher than those before intervention,with statistical significance(P<0.05).2.Communication Ability Before intervention,there was no significant difference in the total score of communication ability and each dimension between the experimental group and the control group(P>0.05);after intervention,the total score of communication ability and the establishment of harmonious relationship,confirmation of patients' problems,joint participation,transmission of effective information and verification feeling of the experimental group were higher than those of the control group,with significant difference(P<0.05).There was no significant difference in the dimensions and total scores of communication ability of the control group before and after intervention(P>0.05).There were significant differences in the establishment of harmonious relationship,keen listening,confirmation of patients' problems,transmission of effective information,validation of feelings and total scores between the experimental group and the pre-intervention group(P<0.05).3.Humanistic Care Ability Before intervention,there was no significant difference in the total score and dimensions of humanistic care ability between the experimental group and the control group(P>0.05);after intervention,the total score of humanistic care ability and inculcation of beliefs and hopes,health education,humanistic altruistic values and assistance to meet basic needs in the experimental group were higher than those in the control group(P<0.05).After intervention,the total score of humanistic care ability and scientific solution of health problems of nursing students in the control group were higher than those before intervention,and the difference was statistically significant(P<0.05);After intervention,the total score of humanistic care ability and scores of all dimensions of nursing students in the experimental group were higher than those before intervention,and the difference was statistically significant(P<0.05).4.Mini-assessment results comparison Before intervention,there was no significant difference in the scores of each dimension of the mini-assessment scale between the experimental group and the control group(P>0.05).After the intervention,the scores of nursing inquiry,nursing diagnosis,health consultation,humanistic care and overall evaluation in the mini-assessment scale of the experimental group were higher than those of the control group,with statistical significance(P<0.05);but there was no significant difference between the two groups in terms of nursing physical examination,nursing measures and organizational effectiveness(P>0.05).Conclusions: The application of Real-PBL improved nursing students' communication ability especially,critical thinking ability and humanistic care ability.It also enhanced the comprehensive clinical competence of nursing students.