ABSTRACT
Objective To explore the influence of introducing standardized patient (SP) into problem-based learning (PBL) to the autonomous learning abilities for undergraduate nursing students based on clinical thinking training. Methods To select 2 classes randomly from full-time professional nursing undergraduate classes enrolled in 2012 from Tianjin university of traditional Chinese medicine, was divided into the experimental group and the control group by random number table method. The control group uses PBL teaching mode, and the experimental group adopts introducing SP into PBL teaching mode. Course lasts for 4 weeks, a total of 18 hours. To evaluate two groups nursing students′the percentage of asking questions by themselves and examination results in the end of the course, and evaluate nursing students′autonomous learning ability before and after the course and after three months of clinical practice respectively. Results The percentage of asking questions by themselves and examination results of the experimental group were 87.80%(36/41) and (84.24±5.12) points, (87.85±5.44) points, the control group were 68.89%(31/45) and (81.51±6.63) points, (84.40±7.96) points, the difference was statistically significant (χ2=4.46, t=2.13, 2.37, P0.05), while after course and after three months of clinical practice of the experimental group were (93.71±9.56) points, (103.27±11.92) points, the control group were (85.47 ± 9.28) points , (91.36 ± 10.56) points, the difference was statistically significant (t=3.56, 4.89, P<0.01). Conclusions The teaching mode of introducing SP into PBL can train and improve the autonomous learning ability of undergraduate nursing students,and can provide reference for nursing teaching mode reform.
ABSTRACT
Objective To explore innovative teaching mode of cultivating the communicated ability of undergraduate nursing students based on standardized patients and then evaluate its effect.Methods To select 2 classes of sophomore randomly,four-year nursing undergraduate enrolling in 2012,was divided into the experimental group and the control group.Experimental group used standardized patients as carrier of skills and control group took dummy patient as carrier of skills lasting for one academic year.Assessed by others and self-assessment was used to evaluate the communicated ability of nursing students at end of the course respectively.Results There was statistical significance between two groups in the score of communicated ability,94.39±8.18 vs 87.04±6.56,t=4.61,P ＜ 0.01.Teachers for clinical communication ability of nursing students and standardized patients for skills and clinical communication ability of nursing students were more satisfied with experimental group,the satisfactory rate in the experimental group was 63％(26/41),37％(15/41) and 56％(23/41) respectively,which were higher than those in the control group [24％(11/45),22％(10/45) and 22％(10/45)],P＜ 0.01.Conclusion It is helpful for increasing communicated ability of nursing students taking standardized patients as practice objects which could be as a reference for building teaching system of nursing students in communication.
ABSTRACT
Objective To review the relevant literature,analyze development and application effect of the reform of object of practice in nursing skills teaching.Methods The literature was checked with the key word nursing skills teachingin Chinese journal full-text database from 1998 to 2013.Results In the nursing skills teaching,the reform of object of practice was helpful for nursing students to understand and master professional skills,to combine theoretical knowledge and skills; At the same time,it can enhance the communication ability of nursing students and active learning consciousness,cultivate the team cooperation spirit of nurses,improve the interest in nursing specialty courses,practical and comprehensive ability,effectively shorten the distance of classroom teaching and clinical practice.Conclusions Nursing educators should make reform of object of practice in nursing skills teaching,combine reform of object of practice with advanced teaching method,overcome the shortcomings of traditional technique teaching.