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Objective:To study the application effect of objective structured clinical examination (OSCE)-based situational simulation case teaching on Nursing Fundamentals practical training. Methods:Using convenient sampling method, two undergraduate nursing classes of Batch 2018 in Hubei University of Chinese Medicine were chosen as the study objects. They were divided into observation group with 45 students and control group with 43 students through ball touching method. The control group used traditional teaching method, on this basis, the observation group used OSCE-based situational simulation case teaching. At the end of the semester, the results of theoretical assessment, operational skills assessment, humanistic care, health education achievements of the two groups of nursing students and students’ evaluation of the new teaching method in the observation group. SPSS 22.0 was used for t test. Results:The sores of theoretical assessment, operational skills and humanistic care assessment in the observation group were (81.01±8.53), (92.69±3.87) and (11.73±1.59), and the corresponding sores in control group were (76.94±9.74), (91.21±2.70) and (10.79±1.36). The nursing students in the observation group had significantly higher scores than the control group in above mentioned aspects ( P<0.05). In the observation group, 45 students (100.0%) believed that this teaching method could stimulate learning interest and comprehensively deal with clinical problems, 43 students (95.6%) thought that this teaching method could improve team cooperation ability, only one person (2.2%) did not agree that this teaching method could help to form critical thinking, and 42 students (93.3%) said that the teaching hours of this teaching method could be appropriately increased. Conclusion:The OSCE-based situational simulation case teaching may effectively improve the teaching quality of the nursing students and mobilize their learning activities.
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Objective:To explore the effect of situational simulation training combined with Miller pyramid teaching on emergency response ability and nursing skills of specialized nurses in operating room.Methods:A total of 56 disaster nursing trainees who received specialized nurse training in the operating room of Mianyang Central Hospital from June 2019 to June 2020 were selected in the study, and they were divided into control group and research group in average according to the order of training time. The control group adopted clinical one-to-one teaching, while the research group adopted situational simulation training combined with Miller pyramid teaching. After the training, the teaching effect of specialized nurse training was evaluated by their professional theoretical knowledge and nursing skill operation results, and self-designed assessment scale was used to evaluate the emergency response ability and satisfaction with the training effect of the nurses. SPSS 22.0 was used for t test and chi-square test. Results:The results of theoretical knowledge and nursing skills operation of specialize nurses in operating room in the research group were significantly higher than those in the control group, and the differences were statistically significant ( P<0.001). The scores of emergency capability assessment in the research group were significantly higher than those in the control group, with statistical significance ( P<0.001). The study group was better than the control group in 7 aspects of satisfaction, such as the improvement of the operation level of emergency ability, team cooperation ability, analysis and problem solving ability, clinical nursing decision-making ability, independent thinking ability and nurse-patient communication ability, with significant differences ( P<0.05). Conclusion:Situational simulation training combined with Miller pyramid teaching can significantly improve the emergency response ability, nursing skill operation and training satisfaction of operating room nurses, which is better than the traditional clinical teaching method, and is worthy of application and promotion in clinical nursing teaching.
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Objective:To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology.Methods:A total of 181 students from Batch 2016 of Clinical Medicine (experimental group) were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode. The teaching results were evaluated by formative evaluation scores and questionnaire, compared with 195 students from Batch 2015 (control group). The statistical analysis was performed with SPSS 21.0.Results:Scores of formative evaluation in experimental group [(88.66±5.92) points] was higher than those in control group [(81.11±7.36) points], with statistically significant differences ( P<0.05). Satisfaction of students for teaching flexibility, teaching innovation, learning interest and clinical thinking in experimental group was greater than that of students in control group ( P<0.05). Meanwhile, compared with the control group, teachers from experimental group were more satisfied with teaching flexibility, teaching integration, students' participation and activity in classroom and cultivation of the clinical thinking ability and post competences ( P<0.05). Conclusion:The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system, cultivate their clinical thinking ability and establish a holistic view of disease.
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Objective:To explore the effect of situational simulation interactive training on rehabilitation compliance and motor function of stroke patients with hemiplegia.Methods:A total of 140 hemiplegic patients with stroke from July 2017 to October 2019 in Beijing Rehabilitation Hospital Affiliated to Capital Medical University were selected and divided into control group and observation group, 70 cases in each group. Routine treatment and rehabilitation nursing were used in the control group, and situational simulation interactive training were used in the observation group on the basis of the control group. Both groups were followed up for 6 months. Fugl-Meyer Assessment (FMA), World Health Organization Quality of Life Scale Brief (WHOQOL-BREF), Fugl-Meyer Assessment (FMA), self-made rehabilitation training compliance questionnaire and self-made nursing satisfaction questionnaire were used to evaluate the quality of life, motor ability, cognitive ability before intervention and after follow-up, rehabilitation compliance and nursing satisfaction after follow-up of the two groups.Results:There was no significant difference in FMA, WHOQOL-BREF and MMSE scores between the two groups before intervention ( P>0.05). After follow-up, the scores of FMA, WHOQOL-BREF and MMSE in the observation group were 62.57±6.52, 80.65±9.25, 25.30±3.24, significantly higher than 52.68±7.23, 66.68±8.34, 20.36±3.12 in the control group, the difference was statistically significant ( t value was 8.499, 9.385,9.189, P<0.05). After follow-up, the total compliance rate and satisfaction rate of the observation group were 92.86% (65/70) and 94.29% (66/70), respectively, while those of the control group were 78.57% (55/70) and 80.00% (56/70), respectively, the difference between the two groups was statistically significant (Fisher's exact test, P<0.05). Conclusions:The situation simulation rehabilitation training can effectively improve the motor function, rehabilitation compliance and nursing satisfaction of stroke patients with hemiplegia.
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OBJECTIVE：To explore th e applicatio n of team situatio nal simulation education and teaching mode in clinical pharmacy teaching. METHODS ：A total of 60 clinical pharmacy interns were selected as the research objects ，and course disease was type 2 diabetes mellitus. Thirty interns were randomly selected as control group ，using traditional teaching mode ；other 30 interns were selected as trial group ，which carried out team situational simulation education and teaching mode. The teaching effects were evaluated by using the satisfaction of interns to the two modes ，the comprehensive score of graduation examination and the self-evaluation of learning effect. RESULTS ：Compared with traditional teaching mode ，team situational simulation education and teaching mode was conducive to stimulate the learning interest of interns ，improve their interpersonal communication ability ， cultivate teamwork spirit ，improve the awareness of humanistic care ，and cultivate the professional attitude of clinical pharmacists （P＜0.05）. Compared with control group ，the comprehensive score of trial group was dominantly increased （P＜0.001），and the scores of professional quality ，humanistic care and communication skills in the trial group were significantly higher than control group（P＜0.01）. In terms of self-evaluation of learning effect ，except for the pathogenesis of type 2 diabetes and the commonly used treatment regimens ，the self-evaluation scores of the other items in trial group were significantly higher than control group （P＜0.05 or P＜0.01）. CONCLUSIONS ：Team situational simulation education and teaching mode is superior to traditional teaching mode for clinical pharmacy teaching.
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Objective To investigate the practice effect of situational simulation teaching in emergency ability training for Pharmacy Intravenous Admixture Services (PIVAS) staff.Methods A total of 93 pharmacists and nurses who worked in PIVAS of Children's Hospital of Chongqing Medical University from February 2014 to December 2016 were selected as subjects,and emergency ability training was performed using situational simulation teaching.SPSS 18.0 was used for data analysis,and the paired t-test was used to analyze the scores of professional theory,emergency operation skills,and self-assessment questionnaire before and after training.Results After training,the trainees had significant increases in the mean scores of professional theory [(95.33 ± 1.13) vs.(73.89±4.13),P＜0.01],emergency operation skills [(97.98 ± 1.04) vs.(78.79 ± 3.51),P＜0.01],and self-assessment questionnaire [(91.92 ± 1.51) vs.(73.60 ± 4.77),P＜0.01].Conclusion The use of situational simulation teaching stimulates the leaming interest of PIVAS staff and improves their emergency processing abilities,and therefore,it can promote timely and safe medication for children.
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Objective To investigate the effect of situational simulation combined with problembased learning (PBL) in nursing interns in Department of Emergency.Methods A total of 122 nursing interns in the Department of Emergency in our hospital from June 2016 to December 2017 were selected and divided into control group (n=60) and experimental group (n=62) according to the order of internship.The interns in the control group were taught with the conventional clinical teaching mode,i.e.,the traditional teaching method,and clinical teaching was consistent with the practice time,teaching plan,teaching goal,and teaching progress of nursing interns.The interns in the experimental group were taught with situational simulation combined with PBL,and this clinical teaching mode was used for the teaching and management of nursing interns according to the contents of the syllabus and the requirements for internship.The two groups were compared in terms of comprehensive ability (theoretical assessment + skill operation assessment) and critical thinking ability based on Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV).All the data were analyzed by SPSS 17.0,t test and chi-square test were used for statistical analysis.Results Compared with the control group,the experimental group had significantly better scores of comprehensive ability (89.69 ± 7.82) vs.(76.86 ± 6.12) and critical thinking ability (290.69 ± 17.83) vs.(276.67 ± 18.82).The comparison of the scores on each dimension showed that compared with the control group,the experimental groups had significantly better scores of truth-seeking [(40.23 ± 5.92) vs.(38.88 ± 6.78),P＜0.05],open-mindedness [(41.92 ± 4.28) vs.(39.42 ± 6.78),P＜0.05],analytical tendencies [(43.12 ± 5.12) vs.(41.22 ± 4.86),P＜0.05],and inquisitiveness [(43.42 ± 4.69) vs.(40.45 ± 6.21),P＜0.05].Conclusion Situational simulation combined with PBL can improve the comprehensive ability of clinical nursing interns,enhance their critical thinking ability,and improve their autonomy and enthusiasm to participate in study.
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Objective To investigate the effects of using junior nurses in non-emergency department to take part in the training course of cardiopulmonary resuscitation (CPR) skills based on the defect situational simulation of crisis management. Methods A prospective randomly controlled test method was conducted, 66 junior nurses in non-emergency department newly-contracted in 2016 admitted to the Yuyao City People's Hospital from July 1, 2017 to Augest 30th, they were divided into a control group (n = 32) and an experimental group (n = 34) by random number table method. The nurses in control group received conventional CPR situational simulation teaching method, while the nurses in observation group received the training of using crisis management mode to direct realizing the defect situational simulation. The differences in the nurse team cooperation levels were compared between the two groups. Results After training, the team cooperation scores of the two groups of non-emergency department nurses were all higher than those before the training(control group: 99.78±12.33 vs. 92.34±12.35; experiment group:116.00±12.80 vs. 93.44±10.29, both P < 0.05), and the team cooperation score in observation group was significantly higher than that of control group (116.00±12.80 vs. 99.78±12.33, P < 0.01). Conclusion The defect situational simulation based on crisis management can effectively elevate the levels of CPR skills and team work cooperation in the non-emergency department junior nurses.
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Objective To explore the value of situational simulation teaching in the in the trainee teaching of cardiovascular medicine. Methods 7-year students of Beijing university of traditional Chinese medicine in the 2016-2017 school year were divided into experimental group and control group, with 50 students in each group. Situational simulation teaching was used in the experimental group while the control group carried out regular teaching. Student self-assessment questionnaire and clinical test were used to evaluate teaching effect. SPSS 21.0 was used for statistical processing, and t-test was used for comparison between groups. Results Student self-assessment questionnaire showed that, the scores of study interest, theoretical knowledge, thinking, clinical practical ability and the overall satisfaction in the experimental group were significantly higher than that in the control group, the difference was statistically significant (P<0.05); As to clinical test, theory knowledge and case analysis assessment in the experimental group were higher than that in the control group, and the difference was statistically significant (P<0.05). Conclusion Situational simulation teaching is helpful to improve the clinical comprehensive ability of students.