Comparison of the application effect of LBL + PBL teaching method and CBL + PBL teaching method in nursing teaching of thyroid and breast surgery department.
Objective To compare the application effect of lecture-based learning (LBL) + problem-based learing (PBL) and case-based learning (CBL) + PBL in nursing teaching of thyroid and breast surgery department. Methods From January 2021 to December 2021, the LBL + PBL teaching method was applied to the tea...
| Publicado en: | Journal of Clinical Nursing in Practice Vol. 9; no. 7; pp. 161 - 167 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Journal of Clinical Nursing in Practice (Editorial Board, Shanghai Jiao Tong University Press)
Jul2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Objective To compare the application effect of lecture-based learning (LBL) + problem-based learing (PBL) and case-based learning (CBL) + PBL in nursing teaching of thyroid and breast surgery department. Methods From January 2021 to December 2021, the LBL + PBL teaching method was applied to the teaching of 47 nursing interns in the Department of Thyroid and Breast Surgery in the Affiliated Hospital of Xuzhou Medical University, and they were included in the LBL + PBL group. From January 2022 to December 2022, the CBL + PBL teaching method was applied to the teaching of 52 nursing interns, and they were included in the CLB + PBL group. The differences of examination scores, self-evaluation scores, and teaching satisfaction were compared between the two groups of nursing interns, and the effect of the two teaching modes were compared. Results The scores of theoretical examination, operation examination and comprehensive score in the LBL + PBL group were lower than those in the CBL + PBL group, with statistical significance (P < 0. 05). The scores of literature retrieval, autonomous learning, analysis and problem solving, communication, nursing work identification, and the ability to combine theory with practice in the LBL + PBL group were lower than those in the CBL + PBL group, with statistical significance (P < 0. 05). The total satisfaction rate of teaching in the LBL + PBL group was 80. 85%, which was lower than 96. 15% in the CBL + PBL group, and the difference was statistically significant (P < 0. 05 ). Conclusion Compared with LBL teaching mode, the teaching method of CBL combined with PBL is more effective in improving the theoretical and operational performance of nursing interns and increasing students' comprehensive ability. The nursing interns who receive CBL + PBL teaching have higher satisfaction with teaching. 目的 比较以授课为基础的教学法 (LBL) + 以问题为基础的教学法 (PBL) 与以案例为基础的教学法 (CBL) + PBL 教学法在甲乳外科护理带教中的应用效果。 方法 2021 年 1 月 ~ 2021 年 12 月, 将 LBL + PBL 教学法应用 于徐州医科大学附属医院甲乳外科 47 名护理实习生的带教, 纳入 LBL + PBL 组;2022 年 1 月 ~ 2022 年 12 月, 将 CBL + PBL 教学法应用于 52 名护理实习生的带教, 纳入 CLB + PBL 组。 对比 2 组护理实习生出科考试成绩、自评 评分、教学满意度差异, 比较两种教学模式的效果。 结果 LBL + PBL 组出科理论考试、操作考试成绩及综合评分 均低于 CBL + PBL 组, 差异有统计学意义(P < 0. 05)。 LBL + PBL 组出科时文献检索、自主学习、分析及解决问题、 沟通交流、护理工作认同、理论联系实践能力评分均低于 CBL + PBL 组, 差异有统计学意义(P < 0. 05)。 LBL + PBL 组出科时带教教学总满意率为 80. 85%, 低于 CBL + PBL 组的 96. 15%, 差异有统计学意义 (P < 0. 05)。 结论 相较 于 LBL 教学模式而言, CBL 结合 PBL 教学法在提高护理实习生理论及操作成绩、改善学生综合能力方面效果更为 显著, 且接受 CBL + PBL 教学的护理实习生带教满意度更高。 |
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