ABSTRACT
Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.
ABSTRACT
Objective To explore the application of multimedia situational teaching in general surgery . Methods A total of 142 students with a five-year undergraduate program in clinical medicine from school year 2014 to 2015 were selected as the observation group to undergo situational teaching, while 155 students with the same program from school year 2015 to 2016 as the control group to adopt the traditional teaching. In the observation group, the pathophysiological changes, clinical signs, differential diagnosis and surgical complications of the disease were created. Specifically, the anatomic structure and pathophysiological changes of the disease were demonstrated in multi-dimensional and three-dimensional forms by animation, the physical pictures and clinical signs of patients were used to show the clinical signs of diseases, and video and photographs of the operation were used to create scenarios of complications during the operation. The teaching evaluation included students' written examination results and questionnaires which covered whether the students satisfied with the situational teaching method, and their evaluation of teachers and personal gains, etc. T test was performed by using SPSS 21.0. Results The average test score of the observation group (67.56±8.27) was significantly higher than that of the control group (65.89±5.53) (P<0.05). The satisfaction rate of students towards situational teaching and their personal achievements were both 97.9％ (139/142). Conclusion The multimedia situational teaching is specific and vivid, which can improve students' learninginterest and teaching effect. However, it also bears higher requirements for teachers, con-sequently the application should of specific purpose.
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This paper explored influences of situational teaching competition on improvement of pathology teaching effect.Students were grouped to create situational teaching works under teacher's guidance and finally competition was carried out.Teachers were invited to do the judgment and evaluation on pathology teaching was made through teachers' feedback and students' questionnaire survey.Results showed that during the process of situational teaching centered on students,teaching forms were diversified,teacher evaluation was high and students' responses were active.Application of situational teaching competition made exchanging the roles of teachers and students and teaching in joy,which on the one hand stimulated students' enthusiasm,initiative and creativity and on the other hand improved teaching level of teachers.Satisfactory teaching effects were achieved after using this method.
ABSTRACT
Objective: To educate the high-quality nurses with ability and to improve their capability in holistic nursing.Methods: Interlocution of nursing case is applied to theory teaching.Clinic probation and simulative act are applied to practical teaching.Results:Situational teaching method is welcome among the experimental students whose grade is higher than that of the students of contrast class.Conclusion: It is propitious to education in synthesis ability of students to use situational teaching method based on the holistic nursing.