摘要
目的 研究PBL教学法在骨科临床护理教学中的应用价值。方法 随机分组路径下将于昆明医科大学第二附属医院骨科实习的96名护理本科生分为实验组48例和对照组48例，对照组学生于实习带教中采用传统教学法，实验组学生于实习带教中采用PBL教学法。于实习后，分别对两组学生进行理论知识和技能操作考核；并于实习前后采用批判性思维特质量表、护生临床沟通能力量表、护生人文关怀能力量表、护理迷你临床演练评估量表分别评价学生的批判性思维、临床沟通能力、人文关怀能力、临床护理能力。结果 实习后，实验组实习生骨科护理理论知识和实践操作技能考核成绩均高于对照组（ P＜0.05）。实习后，实验组学生批判性思维特质量表、护生临床沟通能力量表、护生人文关怀能力量表、护理迷你临床演练评估量表评分均高于对照组（ P＜0.05）。结论 于护理实习生实习代教中通过PBL教学法的应用开展有助于学生从理论、实践等方面全面掌握知识，并提高学生批判性思维、临床沟通能力、人文关怀能力、临床护理能力，提高实习效果。
关键词： 骨科护理；实习带教；PBL教学法；批判性思维；临床沟通能力；人文关怀能力；临床护理能力
Abstract
Objective To study the application value of PBL teaching method in orthopedic clinical nursing teaching. Methods A total of 96 undergraduate nursing students who practiced in the orthopedics department of the Second Affiliated Hospital of Kunming Medical University were randomly divided into an experimental group (48 cases) and a control group (48 cases). The control group adopted the traditional teaching method while the experimental group adopted the PBL teaching method. After the practice, the two groups of students were assessed for their theoretical knowledge and skill operation. The critical thinking trait scale, nursing students clinical communication ability scale, nursing students humanistic care ability scale and nursing mini clinical exercise evaluation scale were used to evaluate students' critical thinking, clinical communication ability, humanistic care ability and clinical nursing ability respectively before and after practice. Results After practice, the test scores of orthopedic nursing theoretical knowledge and practical operation skills of the experimental group were higher than those of the control group (P < 0.05). After practice, the scores of critical thinking trait scale, nursing students clinical communication ability scale, nursing students humanistic care ability scale and nursing mini clinical exercise evaluation scale of the experimental group were higher than those of the control group (P < 0.05). Conclusion The application of PBL teaching method in the practice teaching of nursing interns is helpful for students to master knowledge from theory and practice, and improve students' critical thinking, clinical communication, humanistic care and clinical nursing ability, and improve the practice effect.
Key words： Orthopedic nursing; Practice teaching; PBL teaching method; Critical thinking; Clinical communica-tion skills; Humanistic care ability; Clinical nursing competence
参考文献 References
[1] Paulo Alexandre Oliveira, Marques, Nuno Candido Maia, Correia. Nursing Education Based on "Hybrid" Problem-Based Learning: The Impact of PBL-Based Clinical Cases on a Pathophysiology Course.[J].The Journal of nursing education,2017,56(1):60.
[2] Chuifeng, Fan, Biying, Jiang, Xiuying, Shi, Enhua, Wang, Qingchang, Li. Update on research and application of problem-based learning in medical science education.[J]. Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology,2018,46(2):186-194.
[3] KRITIKOS V S,WOULFE J,SUKKAR M B,et al. Intergroup peer assessment in problem-based learning tutorials for undergraduate pharmacy students[J]. Am J P harm Educ, 2011, 75(4):73.
[4] 张晓云,厉瑛,张静.护理本科 5妇产科护理学 6临床实践教学改革的组织与实施. 解放军护理杂志,2010,27(12A): 1823-1825.
[5] Papp KK, Wilson-Delfosse AL. Response to: Perceptions of student skill development in problem-based learning may not correlate with objective measures of performance in the clinical environment. Med Teach. 2021 Feb;43(2):243-244.
[6] 胡学昱,杨智伟,黄培培,等.“PBL,SP,SBME”教学模式在八年制脊柱外科中的应用与思考[J]. 现代生物医学进展, 2016, 16（21）: 4153-4155,4164.
[7] 许闽广,叶凤,王晗,翁启芳,樊守艳.开展 PBL 教学过程中的理论和实践问题[J].中国高等医学教育,2012,(1):114-115.
[8] 李子夏.台湾医学PBL 教学发展及启示[C]. 第九次全国口腔医学教育学术研讨会论文集.2013.
[9] 刘忠秀.基于 PBL的医学教育模式改革实践研究[D]. 华东师范大学,2008.
[10] 宋铁莉,李金南. PBL 模式在“学前儿童科学教育”课程中的应用探究[J]. 才智,2018(08):93.
[11] 孙骋.基于 PBL 模式的小学 Scrstch 编程教学实践研究[D].山东师范大学,2018.
[12] 王婷.PBL 教学模式在高中区域地理教学中的应用研究[D].鲁东大学,2018.