Objective:
To explore the application effect of Cornell's note-taking
method in
pediatric nursing teaching.
Methods:
A total of 100
nursing students of 2019
who practiced in department of
pediatrics were selected as the
research objects, and they were randomly divided into a
control group and a study group, with 50
students in each group. The
control group used traditional
teaching, and the
research group used Cornell's note-taking
method of
teaching. After the
internship, the
teaching effect of the two groups of intern
nursing students was evaluated through subject assessment,
teaching satisfaction and
teaching evaluation. SPSS 22.0 was used for t test and
chi-square test.
Results:
The theoretical
knowledge,
nursing operation skills and comprehensive
ability of the
nursing students in the study group were better than those of the
control group, and the difference was statistically significant ( P<0.05). The
satisfaction degree of
nursing students in the
control group was 90.00% (45/50), and the
satisfaction degree of
nursing students in the study group was 100.00% (50/50), with statistically significant differences ( χ2=5.26, P=0.022). More than 88% of interns in the
research group believed that Cornell's note-taking
method could mobilize
learning initiative and enthusiasm, improve
learning efficiency and
knowledge mastery, improve
analysis and problem-solving skills, cultivate assessment and comprehensive
judgment skills, and enhance
nurse-
patient communication skills, thereby improving the overall quality.
Conclusion:
Cornell's note-taking
method can improve the theoretical
knowledge, clinical practice skills and comprehensive
ability of
pediatric nursing students, which is recognized by the interns, and obtains high
teaching satisfaction and evaluation.