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Objective:To explore the effects of practice teaching based on Gagne's teaching theory combined with scene teaching method on core competency of nursing students in department of respiratory and critical care medicine.Methods:A total of 42 nursing students from the Respiratory and Critical Care Medicine Department of Beijing Jishuitan Hospital were enrolled and divided into observation group (21 cases) and control group (21 cases) using a random number table. Traditional teaching method was used in the control group, while Gagne's teaching theory combined with scene teaching method was used for teaching the observation group. After teaching, theoretical knowledge and actual operation ability of nursing students were assessed. The core competency of nursing students was evaluated by core competency assessment scale. The independent learning ability of nursing students was evaluated using an assessment tool. The self-evaluation of teaching effect in the two groups was compared. The t test or chi-square test was performed in SPSS 22.0. Results:The scores of theoretical knowledge and actual operation ability in the observation group were (88.10±7.52) and (90.81±4.88), respectively. These scores were significantly higher than those in the control group [(83.62±6.58) and (72.57±8.94), t=2.06, 8.21, P<0.05]. The scores of core competency and independent learning ability were significantly higher in the observation group than in the control group [(185.53±20.19) and (129.09±16.14) vs. (170.52±20.32) and (105.86±12.23), t=2.40, 5.10, P<0.05]. The score of self-evaluation on teaching effect was significantly higher in the observation group than in the control group [28 (25, 29) vs. 21 (20, 22), Z=5.39, P<0.05]. Conclusion:Gagne's teaching theory combined with scene teaching method in practice teaching of nursing students in the department of respiratory and critical care medicine should be promoted because this combined method improves the mastery of theoretical knowledge and actual operation skills, the independent learning ability and core competency of nursing students, and the effect of nursing teaching.
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Objective To study the effect of the scene teaching on the needle stick injury in nursing students. Methods 43 nursing stu-dents of grade 2011 were as control group, 53 ones of grade 2012 as intervention group. The intervention group was introduced the defini-tion, the harm of needle stick injury and the basic protection knowledge, shown the scene of needle stick injuries often occurred, and trained to prevent the needle stick injury a day before internship. The control group was not given any intervention. Results 48.84%and 20.75%of students of the control and the intervention groups occurred needle stick injury during the internship, and the frequencies were 1.36 and 0.42 per person-year, respectively (P<0. 05). Conclusion Scene simulation teaching can effectively reduce the incidence of needle stick injuries of nursing students, that is valuable for the occupational protective education of nursing students.
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@#Objective To study the effect of the scene teaching on the needle stick injury in nursing students. Methods 43 nursing students of grade 2011 were as control group, 53 ones of grade 2012 as intervention group. The intervention group was introduced the definition,the harm of needle stick injury and the basic protection knowledge, shown the scene of needle stick injuries often occurred, and trained to prevent the needle stick injury a day before internship. The control group was not given any intervention. Results 48.84% and 20.75% of students of the control and the intervention groups occurred needle stick injury during the internship, and the frequencies were 1.36 and 0.42 per person-year, respectively (P<0. 05). Conclusion Scene simulation teaching can effectively reduce the incidence of needle stick injuries of nursing students, that is valuable for the occupational protective education of nursing students.
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Objective To explore the efficacy of the case and scenario teaching method in the neurosurgery practice teaching.Methods By cluster sampling,153 nursing students underwent rotary practice in neurosurgery department in People's Hospital of Three Gorges University from September 2011 to July 2012 were trained with the case and scenario teaching method.Scenario simulation training combined with case playback teaching was used in practice teaching.At the end of the internship,nursing students' satisfaction was investigated and their operational capacity was evaluated.Self-designed questionnaire was adopted to evaluate satisfaction.Operational capacity evaluation scores of nursing students were divided into several parts:basic operation examination (30％),specialized operation (30％),professional theory (30％) and teacher evaluation (10％).Data were analyzed using Excel spreadsheet for entry.Countif and Count function formula were used to calculate eligibility and the passing rate.Results Nursing students had high evaluation on case playback teaching methods.By this method,153(100％) nursing students considered that the learning initiative was improved.At the end of the internship,passing rates of basic operation examination,specialized operation,professional theory were 98.69％ (151/153),96.73 ％ (148/153) and 100％ while the total passing rate was 100％.Conclusion The case and scenario teaching method could develop the study positivity and practice ability of nursing students and can enhance the internship efficacy.
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Objective To explore the teaching effect of scene teaching in physical diagnostics.Methods Totally 104 clinical medicine majors of five-year program were randomly divided into two groups:experimental group (n =53) and control group (n =51).Students in experimental group were taught by scene teaching while those in control group by traditional teaching method.Teaching qualities were evaluated by final exam and questionnaire.Data of final exam were presented as mean ±SD and were calculated using student's t-test.Otherwise,statistical differences of questionnaire were calculated by Chi-square test.P ＜ 0.05 was considered statistically significant.Results Average final exam score of experimental group (80.378 ± 4.239) was better than that of control group (77.529± 4.743),with significant differences between two groups (t =3.231,P =0.002).Implementation of scene teaching method improved students self-learning ability and clinical thinking ability by 84.90％and 81.13％ respectively.Conclusions Scene teaching in physical diagnostics is superior to traditional teaching and can improve abilities of students in analyzing and solving problems.
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Objective To discuss the effective methods to improve the teaching effect of Basis of Nursing and cultivation of high-quality persons. Methods We randomly divided 87 nursing students into the test group(42 eases) ,which adopt the combination of grouped scene teaching with role-playing teaching and the control group (45 cases),which received routine teaching methods.The effect of the two teaching methods was evaluated by questionnaires. Results The total score and the score of each section of the questionnaires in the test group were higher than those of the control group(P ＜ 0.05 ). Conclusions The combination of scene teaching with role-playing teaching could inspire students' interest,strengthen the role consciousness and improve their comprehensive quality.
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Through teaching on diving site,teachers can help students strengthen the un-derstanding and memory on theoretical knowledge,translate the knowledge into practical skills,and obtain primary medical supervisal capabilities. Scene teaching in diving unites can help students learn about the great achievements in the past and the present situations. Such understandings would be good for the students’fostering the responsibility and mission sense as a diving physician. In conclusion,it is very necessary to teach on diving site in the teaching of diving medicine,and such teaching should be kept as an essential part.
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It is one of the main objectives for the colleges and universities to train the students with the ability of knowledge application.As the expanding enrollment in the colleges and universities,the practice training can not meet the requirement completely.With the analogue field teaching as the real scene,various mutual activities can be introduced,which makes the students know what they have not learned and the skill in the real work.Therefore the students' interest in study and their confidence will be promoted.
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The Chinese University students have low enthusiasm in classroom participation,so the classroom atmosphere is inactive.This article elaborates this point from three aspects such as how to cultivate the students' sense of classroom participation and enhance the English teaching quality.
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Objective:To explore the teaching effect of scene teaching in clinical nursing teaching.Methods:216 students were divided into two groups according to grade: the experimental group(Grades 2003 and 2004,totaled 149 persons),where was used scene teaching,and the control group(Grade 2002,totaled 67),where used traditional teaching methods,then teaching effects between the two groups were compared.Results:The evaluation of the teaching quality of the experimental group was generally superior to that of the control group;the average exam performance of the experimental group was better than that of the other group with significant differences.Conclusion:In clinical nursing teaching the application of scenarios pedagogy promoted the change of the role of teachers helped,to train students' interests in study,mobilize the students' activeness and initiative in study and trained the students' clinical ability in analyzing and solving problems.
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Scene teaching is to simulate the clinical scene in class.To cultivate the studnts’abilities of thinking,search and practice in clinical practice,the second clinical college ap-plied the problem-base learning(PBL) in surgery teaching,creating the scene with the standard-ized patients and teachers and drawing out the content from the problems.This article is to summarize the teaching practice.