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Objective:To explore the application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students.Methods:Eighty nursing practice students from 2019 to 2021 in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital Affiliated to Capital Medical University were selected as the research objects, and they were randomized into control group ( n=40) and observation group ( n=40). The control group adopted traditional teaching, and the observation group adopted 4C teaching combined with case simulation teaching. The nursing comprehensive ability and self-directed learning ability of the two groups of nursing students were compared, and the evaluation of teaching methods between the two groups was assessed. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of theoretical knowledge, ward management, prevention and control of hospital infection, basic nursing, standardized writing of nursing documents, and critical care of nursing students in the observation group were higher than those in the control group ( P<0.05); the scores and total scores of learning awareness, learning behavior, learning strategies, interpersonal relationships, and learning evaluation in the observation group were higher than those in the control group ( P<0.05). The observation group believed that their teaching method was better than the control group in terms of mobilizing learning initiative, improving basic nursing practices, promoting clinical communication skills, improving the ability to analyze and solve problems, enhancing the concept of humanistic care, helping to understand and master knowledge, and improving the overall quality ( P<0.05). Conclusion:The 4C teaching combined with case simulation teaching can improve the comprehensive nursing ability and self-directed learning ability of nursing students in department of respiratory and critical care medicine, and the nursing students have a high opinion of the teaching method.
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Objective To investigate the effect of case simulation and participatory feedback teaching used for neonatal resuscitation training. Methods One hundred and twenty medical staff was selected as subjects from Obstetric and Pediatric department and were randomized into 4 batches to receive a neonatal resuscitation training program that consisted of theoretical lectures and skill practice. In the control group (first two batches), the teacher demonstrated procedures of neonatal resuscitation, then trainees practiced alone and the teacher corrected their wrong procedure. In the observation group (last two batches), interactive teaching was employed and the training was performed into three steps:practice of skill in teams, watch the procedure of their practice, the feedback. The theoretical exami-nation score, practical examination score, teamwork ability and satisfaction were compared between two groups. SPSS 16.0 was employed for statistical analysis, with α=0.05 as detection level. Results The theoretical examination scores of control group and observation group were (34.27 ±2.26) vs. (33.68±2.32). There was no significant difference in theoretical examination score between the two groups ( P=0 . 166 ) . The practice examination score s of control group and observation group were (36.15±1.46) vs. (34.79±2.43), with significant differences (P=0.000). The teamwork ability of control group and observation group were (35.78 ±1.26) vs. (33.63 ±1.98), with obviously significant differ-ences (P=0.000). The trainees individual study interest, practice intent, knowledge and satisfaction with the training in the observation group were significantly higher than the control group. These results were (8.45±2.75) vs. (6.24±2.28), P=0.001;(8.25±2.05) vs. (6.48±2.75), P=0.003;(7.23±1.37) vs. (5.75 ±1.74), P=0.000; (8.21 ±1.45) vs. (6.34 ±1.69), P=0.000. Conclusion Application of the teaching in neonatal resuscitation training can enhance comprehensive practical skills and team coop-eration ability in med-ical staff, and it improves trainee's satisfaction with the training.
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This paper gives the statistical analysis on the examination of Computer-Based Case Simulation to test 350 undergraduate clinical medical students of 5th or 6th year students,and analyses the statistical items of examination,then gives some discussion and reasonable suggestions.Finally,the author makes a series of discussion and views in the application of the medical education evaluations in future.