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目的:分析案例与情景模拟联合教学法在护理教学中的应用效果。方法:选取本校2013级护理专业两个班的学生作为研究对象,分别作为观察组和对照组,每组60名。其中观察组应用案例与情景模拟联合教学法教学,对照组应用传统讲授式教学法。比较一个学期内两组学生理论课及操作技能的期中、期末成绩。同时比较两种教学方法的满意度。结果:理论考核中,观察组期中成绩略低于对照组,但期末成绩明显高于对照组(P<0.05)。而操作技能考核中,观察组学生期中考核成绩略高于对照组,但差异无统计学意义(P>0.05);期末考核成绩则显著优于对照组(P<0.05)。另外,观察组学生满意率达100%,远高于对照组53.3%。满意、很满意的学生比例远高于对照组,较满意者远低于对照组,差异具有统计学意义(P<0.05)。结论:经过一个学期的比较,实施案例与情景模拟联合教学法的学生在理论和实践能力均优于对照组,学生满意度也明显提高。
Objective: To analyze the application effect of case and scenario simulation combined teaching method in nursing teaching. Methods: Students of two classes of 2013 nursing specialty in our university were chosen as the research objects, which were divided into observation group and control group, with 60 in each group. The observation group applied case and scenario simulation combined teaching method, while the control group applied traditional teaching method. Compare the mid-term and final-grade results of two classes of students’ theory class and operation skills in one semester. At the same time compare the satisfaction of the two teaching methods. Results: In the theoretical examination, the scores of the observation group were slightly lower than those of the control group, but the final scores were significantly higher than those of the control group (P <0.05). The operation skills test, the observation group students midterm examination results slightly higher than the control group, but the difference was not statistically significant (P> 0.05); the final examination results were significantly better than the control group (P <0.05). In addition, the satisfaction rate of observation group of students reached 100%, much higher than the control group of 53.3%. Satisfied, very satisfied with the proportion of students is much higher than the control group, the satisfaction is much lower than the control group, the difference was statistically significant (P <0.05). Conclusion: After one semester comparison, the students who applied the combined teaching method of case and scenario simulation are better than the control group in both theory and practice ability, and the satisfaction of students is obviously improved.