The application of cognitive conflict teaching in the teaching of nursing students in emergency department / 中国实用护理杂志

ABSTRACT

Objective:To analyze the effect of cognitive conflict in teaching practice nurses in emergency department.Methods:102 nursing students who practiced in the emergency department of Huai′an First Hospital Affiliated to Nanjing Medical University were selected as the research objects by quasi-experimental study, 52 students from December 2021 to July 2022 were set as the research group, and 50 students from March 2021 to November 2021 were set as the control group. The control group received on-site first aid sitnation teaching. The research group combined cognitive conflict teaching on the basis of on-site first aid situation teaching, and compared the emergency nursing skills, theoretical knowledge, critical thinking, clinical strain ability and teaching satisfaction of the two groups of interns.Results:After practice, the scores of emergency nursing skills, theoretical knowledge, critical thinking ability, clinical adaptability and satisfaction with the teaching mode (theoretical memory, interest in learning, practical ability) in the research group were (87.25 ± 2.66), (90.01 ± 2.74), (298.10 ± 8.27), (84.37 ± 3.45), (90.13 ± 3.26), (89.03 ± 3.37) and (91.34 ± 3.16), which were significant higher than the (83.76 ± 2.87), (85.16 ± 3.11), (290.47 ± 8.55), (80.05 ± 3.68), (85.46 ± 3.53), (86.28 ± 3.61) and (88.47 ± 3.38), the difference were significant ( t values were 3.98-8.37, all P<0.05). Conclusions:Cognitive conflict teaching can significantly improve the professional level, critical thinking and clinical adaptability of nursing interns and their satisfaction with teaching.