ABSTRACT
OBJECTIVE:To provide reference for improving the teaching quality of clinical medication nursing teaching. METHODS:The cluster sampling method was adopted to collect 8 classes of full-time undergraduate nursing students from 2011 and 2012 grade of our university(each 4 classes in each grade). They were randomly divide into trial group(analogical thought sit-uational teaching method) and control group (traditional teaching method). Horizontal comparison was conducted for multi-station comprehensive examination result evaluation and questionnaire survey. RESULTS:A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2011 grade in our university,and 102 effective questionnaires were collected with recov-ery rate of 100%. A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2012 grade,and 110 ef-fective questionnaires were collected with recovery rate of 100%. The average score and skill score of the students in the 2011 and 2012 grades test groups was significantly better than that in the control group,with statistical significance(P<0.05). The other items were significantly better than the students of control groupin the 2011 grades,with statistical significance(P<0.05),except for the item of"improving collaboration and organizational skills"(P>0.05). And all the students of the 2012 grade nursing profes-sional test group were significantly better than the control group, with statistical significance(P<0.05). CONCLUSIONS:It can fully embody the teaching idea of"taking students as the main body",improve students'awareness of clinical medication,nursing safety and innovation,cultivate students'clinical thinking and practical ability,and improve clinical comprehensive ability as inde-pendent thinking and autonomous learning to use analogical thought situational teaching in clinical medication nursing teaching be-fore nursing students entering the production practice.