ABSTRACT
Objective:To observe the role of task-driven teaching combined with behavior-guided teaching in teaching practice nursing students of endoscopy center.Methods:The 38 nursing students who practiced in 2019 were set as the control group, and the routine teaching was adopted; another 38 nursing students who practiced in 2020 were set as the observation group, and the task-driven teaching combined with behavior-guided teaching was adopted. The scores of internship performance, comprehensive nursing ability, critical thinking ability, classroom atmosphere and internship satisfaction were compared between the two groups. SPSS 22.0 was used for t-test, Chi-square test or rank sum test. Results:The theoretical knowledge [(91.43±3.31) vs. (84.52±4.16)] and practical performance [(93.37±2.26) vs. (88.46±2.54)] of the observation group were better than those of the control group; the communication ability, self-learning ability, problem-solving ability, collaboration ability, clinical thinking ability and CTDI-CV score were all improved, with significant differences between the two groups after teaching ( P<0.05); the scores of all dimensions and the total scores of the observation group were higher than those of the control group. Conclusion:Task-driven combined behavior-guided teaching can improve the teaching effect, improve the comprehensive nursing ability and critical thinking ability of the practice nursing students in the endoscopy center, which is worthy of promotion.
ABSTRACT
TheMeridian and Acupoint Science is a basic course in the major of acupuncture-moxibustion and tuina. We applied target-guided teaching method in teaching this course to evoke student's interest in studyingMeridian and Acupoint Science through initiative guidance, and boost student's initiative and enthusiasm by exhibiting the teaching targets. During the practice, we emphasized the specification of each unit target, around which we adopted various methods; meanwhile, we also focused on prompt evaluation, based on which necessary adjustments would be made to approach the targets. Teachers should act as guider, maintainer and promoter in class, rather than transmitter, to help students to study positively rather than passively listen. Via this kind of teaching reform, students not only obtained knowledge, but also enhanced their capability and feelings.