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Objective:To investigate the application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching.Methods:A total of 110 nursing students who were assigned to Emergency Department of Xijing Hospital, The First Affiliated Hospital of Air Force Medical University, as interns were selected and divided into control group and observation group according to the order of admission, with 55 students in each group. The students in the control group received traditional teaching, while those in the observation group received objective-based teaching combined with Roy adaptive situational teaching. The two groups were evaluated in terms of the assessment score of situational simulation and the ability for emergency medicine and treatment. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:For the nursing students in the observation group, the mean scores of theoretical knowledge objective, skill objective, and attitude objective were (9.09±1.21) points, (13.98±1.87) points, and (9.32±0.95) points, respectively, and for those in the control group, the mean scores of these objectives were (8.41±1.17) points, (12.43±1.72) points, and (8.72±0.83) points, respectively, suggesting that compared with the control group, the observation group had a significantly higher mastery degree of the teaching objectives (theoretical knowledge objective, skill objective, and attitude objective) ( P < 0.05). The observation group had significantly better abilities for emergency medicine and treatment than the control group ( P < 0.05). Conclusion:Objective-based teaching combined with Roy adaptive situational teaching can be used in emergency nursing teaching and may help to improve the theoretical and practical skills of nursing students and cultivate the abilities for emergency medicine and treatment.
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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.
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Objective:To explore the effect of Rain Classroom combined with situational teaching in clinical clerkship of internal medicine.Methods:A total of 72 undergraduate students with clinical majors of Batch 2015 were selected and randomly divided into a control group and an experimental group using computer scrolling pause method, with 36 students in each group. The control group adopted traditional teaching methods, and the research group adopted Rain Classroom combined with situational teaching. The teaching effect evaluation was carried out through a 10-point questionnaire based on the internal medicine theory examination, clinical skill assessment and learning interest, knowledge mastery and application, and clinical thinking and practical ability. SPSS 20.0 was used to conduct t-test. Results:The average scores of the students in the experimental group including the theoretical test (87.94±5.68) and the skill test scores (88.08±5.73) were significantly higher than those in the control group (83.00±5.89) and (83.86±4.80)( P<0.01). The results of the questionnaire showed that students' interest in learning improvement, self-learning ability, new knowledge acquisition, application of knowledge, clinical thinking, clinical practice, problem solving, self-expression, teamwork, doctor-patient communication ability in the study group were better than those in the control group ( P < 0.01). Conclusion:The Rain Classroom combined with situational teaching method is helpful to improve students' knowledge mastery and application, improve clinical thinking and practical ability, improve learning interest and clinical clerkship teaching effect.
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Objective:To explore the application effect of situational case-based learning (CBL) teaching method in the surgical animal experiment course.Methods:The five-year clinical medicine students of the Batch 2016 teaching reform classes in Inner Mongolia Medical University were selected as the research objects. The teaching reform Class 1 was the control group, and the teaching reform Class 2 was the experimental group, with 36 students in each group. The control group adopted traditional teaching, while the experimental group introduced situational CBL teaching. The mid-term assessment of the course was carried out, using a multi-station examination including theory and skill operation. At the same time, a questionnaire survey of course satisfaction was carried out among the two groups of students. SPSS 22.0 was used for t-test and Chi-square test. Results:The theoretical performance of the experimental group (72.44 ±7.91) was significantly higher than that of the control group (60.49±8.23), and the performance of skill operation (77.69±7.13) was significantly higher than that of the control group (60.58±8.91). The course satisfaction of the experimental group was significantly higher than that of the control group.Conclusion:The introduction of situational CBL teaching could significantly improve the classroom teaching effect of surgical animal experiments, and be beneficial for medical students to master the basic skills of surgery and the related general theory knowledge of clinical medicine.
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Objective:To explore the application effect of problem-based learning (PBL) combined with mind mapping and situational teaching in cardiology teaching of rural doctors.Methods:Twenty rural doctors of Batch 2017 and 24 rural doctors of Batch 2018 were selected as study subjects, and they were divided into the experimental group (Batch 2018) taught by PBL combined with mind mapping and situational teaching and the control group (Batch 2017) taught by traditional teaching. Classroom tests and questionnaires were used to compare the students' mastery of the teaching content, and the teaching effect and student feedback were evaluated. SPSS 18.0 was performed for t test, rank-sum test and χ2 test. Results:The theoretical results of the experimental group were significantly higher than those of the control group ( P<0.05). The scores of learning interest and initiative ( Z=-3.606, P<0.001), classroom attraction ( Z=-3.455, P=0.001), understanding ( Z=-3.757, P<0.001) and mastering ( Z=-4.259, P<0.001) in the study effect evaluation of the experimental group were significantly higher than those of the control group. The satisfaction to teachers about active classroom atmosphere ( χ2=4.556, P<0.05), flexible methods ( χ2=12.813, P<0.05), satisfaction ( P<0.05), theory with practice ( P<0.05), and thinking inspiration ( χ2=21.042, P<0.05) of the experimental group were significantly greater than those of the control group. Conclusion:PBL combined with mind mapping and situational teaching has a good effect on the teaching of cardiology of rural doctors, and it is worthy of promotion in the grassroots.
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With the arrival of big data era,the micro-lecture teaching as a new teaching mode arises at the right moment.The micro-lecture teaching has three characteristics of video-based,short and compact,studying and learning jointly by teachers and students,and students'self-study,and is of significant reference for the med-ical ethics teaching.The traditional medical ethics teaching faces with some challenges: the teaching contents at-tach importance to theory and despise timeliness; the teaching methods attach importance to teaching and despise application; the teaching evaluations attach importance to knowledge assessment and despise ability training.Therefore,the enlightenment of micro-lecture teaching on medical ethics teaching was manifested in three as-pects: combining theory with practice and paying attention to the timeliness of content; situational teaching and fo-cusing on the application of knowledge; taking students as the center,paying attention to the improvement of ethical decision-making ability.
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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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According to the current situation of biochemistry teaching and the theoretical characteristics of constructivism,the necessity and feasibility of applying constructivism to the biochemistry teaching were analyzed.Consequently,the implementation strategies of constructivism theory in the process of biochemistry teaching were introduced in detail.Through the reasonable choice of teaching content and the optimal combination of various teaching methods,it was helpful not only to realize the student-centered active construction of knowledge,but also to improve the comprehensive quality of students.At last,we performed a dialectical thought on the constructivism theory.In the concrete teaching practice,the different teaching theories should be used rationally and comprehensively based on the actual situation to improve the teaching quality of biochemistry.
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The practical course of medical English for academic purpose is the academic module of medical English teaching system. Based on the target situation analysis, the course consists of reading and writing of scientific papers, design of academic posters, and oral presentation in academic conferences, all of which focus on the selected key literature. During the course, the genre analysis theory, task-based teaching and situational teaching were applied to help students to improve their practical competence of academic English through accomplishing different kinds of academic communicative activities.
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Objective To explore the influence of situational teaching on the quality of humanistic care for college students of agedness service and managementin profession,and to search a practical teaching method which is appropriate for students of this profession. Methods Take the students of agedness service and managementin profession in our college as the research object,2013 grade as the control group and 2014 grade as the experimental group. During the training of gerontological nursing,the teaching method of the control group was mainly cases discussion,while the experimental group was mainly situational teaching.Using the Humanistic Care Nurses Quality Scale before and after the training compared and evaluated the influence of the situational teaching on the quality of humanistic care for college students of agedness service and managementin profession. Results There were no significant differences between the scores of the two groups before training in terms of humanistic care quality, concept, ability, knowledge, and perceived dimension (P>0.05). The respective scores of the observation group after training were 110.52 ± 9.40, 21.94±5.87, 23.39 ± 5.38, 23.06 ± 5.11, 27.42 ± 6.44, all higher than 88.24 ± 7.08, 16.62 ± 5.03, 16.91 ± 4.61, 17.06 ± 5.24, 18.38 ± 5.33 of the control group, and the difference was statistically significant (t=-10.713 to-3.903, P<0.01). In addition, there was significant difference within the observation group before and after training (t =-0.550 to-0.232, P<0.05). Conclusions The situational teaching can improve the quality of humanistic care for college students of agedness service and managementin profession and it can be used as a practical teaching method.
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[Objective] Based on the combination of teaching in the scientific scenario of PBL teaching mode improving the status of implementation of standardized teaching.[Methods]Firstly,domestic science teaching methods summary review and classification details of the traditional teaching methods,problem-centered teaching methods,teaching scenarios and situational approach combining four kinds of PBL teaching content as well as the first three inadequate teaching methods.And analysis showed that this method can promote standardization within science teaching implemented.[Results] The combination of PBL teaching scenarios for students can play an active role,while teachers also have some pedagogical implications.[Conclusion]The combination of PBL teaching scenario of higher professional level of teachers,innovation and professionalism requirements,etc.,in the teaching process,also requires teachers to have a certain ability to manage the classroom and modern teaching philosophy to fully mobilize students active learning.
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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.
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Situational teaching method was implemented in clinical teaching of obstetrics and gynecology. The basis of situational teaching was established through the establishment of a typical teaching case library. Students' impression of disease diagnosis and treatment was strengthened by simulation. The students' enthusiasm was improved by their own diagnosis and treatment through the teacher's guidance. With the method of situational teaching, students had better knowledge of obstetrics and gynecology, and their clinical diagnosis and treatment capacity was improved. Situational teaching method can improve the quality of teaching and it is worthy being popularized in clinical teaching of obstetrics and gynecology.
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Objective To evaluate the effect of situational health education in glycemic control in type 2 diabetes patients.Methods A total of 98 patients with type 2 diabetes was randomly assigned to the control(n=49)and the study group(n=49).The control group received conventional diabetes education,while the study group received situational health education.Fasting blood glucose(FBG),2-hour plasma glucose (2 hPG),HbAlc and the self-care behaviors were observed at baseline and 1-year after the intervention.Paired t test was used for data analysis.Results FPG,2hPG,HbA1c and self-care behavior scores were not significantly different between the two group at baseline.After 1-year intervention,FPG,2hPG and HbA1c of the two groups were significantly decreased,and FPG,2hPG and HbA1c of the study group were significantly lower than those of the control group(t values were 2.71,3.35 and 2.90,respectively; all P＜ 0.05).In comparison with the control group,self-care scores of the study group were increased(t values were 7.36,6.51,5.24,5.07,6.57 and 6.77,respectively; all P＜0.05).Conclusion Situational health education could improve self-management and glycemic control of type 2 diabetic patients.
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Objective To investigate the effect of virtual simulation teaching method in the comprehensive experimental teaching.Methods In experimental teaching of nursing,simulation medical records were compiled,plans were implemented,experiment guidance materials were preliminarily formed and teaching effect was evaluated.Results The application of virtual simulation teaching in nursing comprehensive experiments reflected the comprehensiveness of teaching content,and the comprehensiveness of knowledge,ability and capacity.It could train students creative ability,exploring spirit,enhance the sense of professional and humane care consciousness,train the communication skills and strain capacity,make active teaching atmosphere,improve the quality of teaching.Conclusions This teaching method can make students achieve mastery through a comprehensive multi-disciplinary knowledge,improve the ability of solving practical problems,help nurses to develop the comprehensive professional quality.
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Objective To study on the effect of situational teaching based on ECS in medical nursing teaching.Methods 93 nursing students were divided into the experimental group (45 cases) and the control group (48 cases).The experimental group adopted ECS in the medical nursing situational teaching,while the control group used conventional teaching method.The teaching results between the two groups were compared between two groups.Results Two groups had significant differences in the medical nursing theory test and the operation skills examination.The students in the experimental group had higher recognition on the situational teaching based on ECS,especially in the learning initiative and interest,pathology observation ability and the unity cooperation ability,the differences showed statistical difference.Conclusions The application of ECS in the medical nursing situational teaching can stimulate the learning interest of the nursing students,help the cultivation of clinical thinking ability,relieve the contradiction of resources strain in nurses clinical probation and promoting the improvement of medical nursing teaching.
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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.
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The curriculum of Communitity Health Nursing has fine operation and practicability.Aiming at this point, the situational teaching method is used in teaching.This method is uniquely excellent in arousing students enthusiasm of learning,improving students' ability to integrate theory with practice, cultivating students' creative thinking and team spirit.The teaching effect has been proved correct in our practice.
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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.