The research on interdisciplinary cooperative transformation learning modelin Disaster Nursing Course / 中国实用护理杂志

ABSTRACT

Objective To study the application effect of interdisciplinary collaborative transformational learning mode in undergraduate nursing students′ disaster nursing teaching. Methods A total of 115 undergraduate nursing students in 2014 and 2015 were enrolled in this study. The subjects were divided into two groups the control group (62 cases) and the experimental group (53 cases). The control group adopted the case teaching mode of full-time teachers, and the experimental group adopted the interdisciplinary collaborative transformation learning mode. The theoretical knowledge, skills, practical skills, critical thinking, humanistic accomplishment and nurse-patient communication skills of two groups of nursing students before and after intervention were compared. Results The scores of theoretical knowledge, operational skills, practical ability, critical thinking, humanistic accomplishment and nurse-patient communication before the intervention were (42.72±10.18), (35.72±7.11), (41.19±5.32), (298.09±3.98), (298.38±6.03), (52.87±6.02) points, (87.21±5.05), (87.02±4.81), (86.13±4.48), (378.47± 9.16), (327.15 ± 12.01) and (69.11 ± 3.38) points after intervention respectively. There was significant difference before and after intervention t=- 57.687-- 14.328, P<0.01). The scores of theoretical knowledge, operational skills, practical ability, critical thinking, humanistic accomplishment and nurse-patient communication before the intervention were (43.90±9.56), (38.21±8.87), (41.39±6.77), (296.76± 10.02), (296.89±6.37), (52.37±5.45) points, (82.27±6.46), (84.06±5.63), (78.21±6.99), (344.18±10.88), (315.16±12.82) and (64.45±3.37) points after intervention, respectively. There was significant difference before and after intervention (t=-38.221--9.823, P<0.01). There was no significant difference between the two groups before the intervention (P>0.05), and the score of the experimental group was significantly higher than that of the control group after intervention (t=- 18.107-- 2.997, P<0.01). Conclusions Introducing interdisciplinary cooperative transformation learning in disaster nursing teaching can promote the enhancement of nursing students'knowledge of disaster succeeding.