ABSTRACT
Objective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.
ABSTRACT
Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.
ABSTRACT
How to improve the ability of nursing undergraduates in medical colleges to face more difficulties and reverse the dilemma in response to public health emergencies is a topic that needs to be further studied. It is an effective way to improve the level of students' adversity quotient by cultivating students' adversity quotient. This paper expounds the four dimensions of the composition of the four-dimensional adversity quotient, analyzes the factors influencing the formation of the four-dimensional adversity quotient, and puts forward the exploration of the path and method to cultivate the four-dimensional adversity quotient of undergraduate nursing students. In the practical teaching of nursing specialty, the adversity quotient can be cultivated through listening and communication.