Application of Gagne's teaching theory combined with scene teaching method in practice teaching of nursing students in department of respiratory and critical care medicine / 中华医学教育探索杂志

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.

Application of the case and scenario teaching method in the neurosurgical practice teaching / 中华医学教育探索杂志

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.

Practice of Scene Teaching Method in the Teaching of Otorhinolaryngology Nursing / 中华医学教育探索杂志

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.

Cultivating the Students' Sense of Classroom Participation and Enhancing the English Teaching Quality / 中华医学教育探索杂志

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.