CBL 联合PBL 教学法在消渴病辨证施护教学中的应用.
Objective To investigate application efficacy of the case-based learning (CBL) combined with problem-based learning (PBL) in clinical teaching of nursing of diabetes based on syndrome differentiation. Methods Totally 30 nursing students with internship between July, 2015 and February，2016 were inclu...
| Publicado en: | Nursing of Integrated Traditional Chinese & Western Medicine Vol. 4; no. 7; pp. 175 - 179 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Journal of Clinical Nursing in Practice (Editorial Board, Shanghai Jiao Tong University Press)
7/31/2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Objective To investigate application efficacy of the case-based learning (CBL) combined with problem-based learning (PBL) in clinical teaching of nursing of diabetes based on syndrome differentiation. Methods Totally 30 nursing students with internship between July, 2015 and February，2016 were included as the control group, another 30 nursing students with internship between July, 2016 and February, 2017 were enrolled as the study group. The routine teaching method was performed in the control group, and the combination method of CBL and PBL was used in clinical teaching of nursing of diabetes based on syndrome differentiation. The clinical teaching efficacy and recognition of students were assessed. Results Nursing students in the study group achieved higher scores of theory examination and practice skills compared with those in the control group (P <0. 05). Compared with the routine teaching method, the combination method of CBL and PBL had a higher high acceptance level of students from the perspective of interest in learning, acceptability, creativity, practicability, flexibility (P <0. 01). Conclusion The combination method of CBL and PBL can improve the clinical teaching efficacy of nursing of diabetes based on syndrome differentiation. 目的探讨案例教学法(CBL)联合基于问题学习（PBL)教学法在消渴病辨证施护教学中的应用效 果。方法2015年7月一2016年2月实习的30名护生为对照组，2016年7月一2017年2月实习的30名护 生为研究组。对照组采用普通教学法教学，研究组采用CBL联合PBL教学法教学。对比2组教学效果，统 计2组护生对教学法的认可情况。结果研究组理论成绩及操作技能成绩均高于对照组（P <0.05)。研究 组在学习兴趣、接受度、创新性、实用性、灵活性方面的认可度高于对照组，差异有统计学意义（P<0. 01)。 结论CBL联合PBL教学法在消渴病辨证施护临床教学中的应用效果显著，能有效提高教学质量. |
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