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Objective:To investigate the application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology.Methods:A total of 82 nursing interns of stomatology in Beijing Tongren Hospital, Capital Medical University, were selected as research subjects and were then divided into control group and observation group using the lottery method, with 41 interns in each group. The interns in the control group received traditional teaching, while those in the observation group received debate-based immersive experiential teaching. The two groups were compared in terms of the scores of comprehensive evaluation indices, nursing thinking ability, empathy ability, and recognition of teaching. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:Compared with the control group, the observation group had significant increases in the scores of theoretical examination, operation examination, nursing medical record writing, reading report writing, basic nursing, communication ability, and comprehensive performance and the total score of these dimensions ( P<0.05). Compared with the control group, the observation group also had significant increases in the scores of nursing thinking ability and empathy ability ( P<0.05). The observation group had a significantly higher degree of recognition of teaching than the control group ( P<0.05). Conclusion:In the nursing practice teaching of stomatology, debate-based immersive experiential teaching can improve the comprehensive ability, nursing thinking ability, and empathy ability of interns, with a relatively high degree of recognition of teaching.
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Targeted to the junior nursing students in our university, we applied experiential teaching in the course of Obstetrics and Gynecology Nursing to carry out humanistic care infiltration education, which mainly included three parts: aesthetic activities in theoretical class, experiential activities in experimental class and enlightenment after class. After class, compared with the nursing students who were educated by traditional teaching methods, the quality of humanistic care of nursing students who accepted experiential teaching was improved more obviously. It is suggested that the application of experiential teaching is effective in infiltrating humanistic care education in nursing professional courses, which is also in line with the development of nursing discipline.
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Outreach medicine is used to improve students' medical, technical, behavioral, and communication training among health professional schools; it is also used in veterinary schools, but little has been described on its educational impacts among pre-clinical veterinary students. Aiming to train practice-ready graduates, we established a monthly nonprofit vaccine clinic serving low-income clients to provide pre-clinical veterinary students with a realistic experiential learning environment. We developed surveys to assess the educational impacts of outreach medicine on pre-clinical veterinary student and client education. We received 101 student surveys, 26 educator (i.e., veterinarians and registered veterinary technicians) surveys, and 96 client surveys. Veterinarians, students, and technicians reported that students improved in important veterinary skills such as client communication, subcutaneous injection, patient handling, and physical examination. They also reported improved confidence in students' clinical decision making. Veterinarians valued the vaccine clinic as a favorable educational tool to teach behavior assessment and low-stress handling, and they highlighted that experiential learning via the vaccine clinic provided students with a clinical experience representative of most veterinarian practices (i.e., small animal general practitioner). Clients reported that the clinic's students and veterinarians greatly improved their knowledge of their pets' care and vaccines-notably, their knowledge of rabies and leptospirosis improved. Outreach medicine in the form of a vaccine clinic creates valuable experiential learning opportunities that increase veterinary student preparedness and complement didactic, laboratory, and case-based teaching.
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Education, Veterinary , Veterinarians , Veterinary Medicine , Animals , Communication , Humans , Schools, Veterinary , StudentsABSTRACT
Objective:To explore the application of humanistic care combined with experiential teaching in the teaching of nursing students in the department of respiratory and critical care medicine.Methods:A total of 100 full-time undergraduate nursing interns in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital, Capital Medical University from July 2019 to December 2020 were selected as the research objects. The nursing students were divided into a control group and a research group according to the order of admission, with 50 students in each group. The control group adopted traditional teaching, while the research group adopted humanistic care combined with experiential teaching. After the internship, the self-assessment scale of humanistic care literacy ability was used to measure the humanistic care behavior of the practice nursing students, and the teaching effect was evaluated by the self-designed teaching effect evaluation table. SPSS 22.0 was used for t test and chi-square test. Results:The scores of humanistic care literacy ability of practice nursing students in the research group were higher than those in the control group in the five aspects of skill, communication, respect, understanding and dedication, and the difference was statistically significant ( P<0.05). The teaching effect evaluation of interns in the research group were significantly better than those in the control group in 8 aspects, including humanistic care literacy ability, nurse-patient communication ability, independent learning ability, problem analysis and solving ability, keen observation ability, emergency response ability, critical thinking ability and teamwork ability ( P<0.05). Conclusion:Humanistic care combined with experiential teaching can help practice nursing students in department of respiratory and critical care medicine improve their humanistic care literacy ability, their comprehensive clinical practice ability and the quality of clinical teaching.
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Objective:To study the effect of experiential teaching combined with literature salon on the teaching quality of neurosurgery standardized training.Methods:A total of 120 trainees having standardized training in the Department of Neurosurgery of Southwest Hospital, Army Medical University from January 2018 to January 2020 were selected in the study, and they were divided into study group ( n=67) and control group ( n=53) according to the time of admission. The control group received traditional clinical teaching, and the study group was given experiential teaching combined with literature salon. The assessment results (scores of theoretical examination, clinical practice skill and case analysis skill), problem analysis skills and self-confidence of critical thinking were compared between the two groups before and after teaching, and the teaching satisfaction of the two groups was compared. SPSS 20.0 was performed for t test and chi-square test. Results:After teaching, the theoretical examination score, clinical practice skill score and case analysis ability score of the two groups were significantly increased compared with those before teaching, and the clinical practice skill score and case analysis ability score of study group were significantly higher than those of control group ( P<0.05). After teaching, the scores of problem analysis ability and self-confidence of critical thinking of the two groups were significantly higher than those before teaching, and the scores of problem analysis ability and self-confidence of critical thinking were significantly higher in study group than those in control group ( P<0.05). The teaching satisfaction of trainees in study group (91.04%, 61/67) was significantly higher than that in control group (73.58%, 39/53) ( P<0.05). Conclusion:Experiential teaching combined with literature salon teaching can significantly improve the quality of clinical teaching in department of neurosurgery, and it is helpful to improve the clinical practical ability and enhance the teaching satisfaction of students with standardized training.
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Objective:To explore the application of experiential teaching combined with case-based learning (CBL) in the teaching of nursing students in intensive care unit (ICU).Methods:A total of 63 nurses who had internship in the ICU of our hospital from April 2016 to March 2017 were selected as group A, 63 nurses from April 2017 to March 2018 were selected as group B, 63 nurses from April 2018 to March 2019 were selected as group C, and 63 nurses from April 2019 to March 2020 were selected as group D. Group A adopted conventional teaching method, group B adopted conventional teaching method + CBL, group C adopted conventional teaching method + experiential teaching method, and group D adopted conventional teaching method + CBL + experiential teaching method. All of them had been taught for 3 months. The scores of theory and skills examination, humanistic care, supportive communication and critical thinking ability before and after teaching, and satisfaction with teaching mode were compared among the four groups. SPSS 26.0 was used for one-way variance analysis, SNK -q test and χ2 test. Results:The scores of theory and skill examination in group D were higher than those in the other three groups, and those in group B and C were higher than those in group A ( P<0.05). After teaching, the scores of humanistic care, supportive communication and critical thinking ability of the four groups were higher than those before teaching ( P<0.05). After teaching, the scores of humanistic care, supportive communication and critical thinking ability of group D were higher than those of the other three groups ( P<0.05), and those of group B and group C were higher than those of group A ( P<0.05). The satisfaction scores of teaching skills, teaching content and teaching effect in group D were higher than those in the other three groups ( P<0.05), and those in group B and C were higher than those in group A ( P<0.05). Conclusion:On the basis of conventional teaching method, experiential teaching and CBL can improve the performance of nursing students, improve the ability of humanistic care, supportive communication and critical thinking, and improve the satisfaction of nursing students. The combination of the two has a better effect.
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The medical education literature has presented many experiential teaching paradigms to help faculty teach more effectively in busy clinical settings. Three prominent teaching models are The Aunt Minnie model, the SNAPPS model, and the One-Minute Preceptor. Teaching paradigms can help faculty to develop into effective teachers. Each of these models can be adapted to a busy academic pathology practice. The Aunt Minnie model is effective in cases with high pattern recognition, such as repetitive trays of biopsies. The SNAPPS model is learner directed and is easily adapted for an advanced learner with complex cases requiring ancillary testing. The One-Minute Preceptor method is effective for teachers with groups of learners, such as multiheaded scope sessions.
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By reading a large number of literature, this paper summarized the current situation of experiential teaching in geriatric overseas, and pointed out the existing problems, such as the current research results at home and abroad are inconsistent, there was a lack of interdisciplinary team experiential teaching related research, as well as the lack of standardized patient and progressive case application, evaluation indicators and assessment forms need to be reformed and gives the corresponding suggestions.
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Objective To investigate the application value of experiential teaching in the clinical teaching of psychiatry. Methods A total of 80 senior students who received internship in Department of Psychiatry in our hospital from June 2017 to February 2018 were randomly divided into control group and observation group, with 40 students in each group. The students in the control group received traditional teaching , and those in the observation group received experiential teaching . The scores of theoretical examination and practical skill examination were compared between the two groups, and a questionnaire survey was performed to investigate their feedback for clinical teaching. Results There was no significant difference in the score of theoretical examination between the two groups (79.20±11.58 vs. 81.60±12.51), but the observation group had a significantly higher score of practical skills than the control group (85.80± 6.37 vs. 73.40±7.60). The results of the questionnaire survey showed that compared with the control group, the observation group had significantly better abilities of clinical practice , knowledge understanding , comprehensive analysis, problem solving, and team cooperation, and the experiential teaching method helped the students to grasp the teaching content, improve learning efficiency, cultivate self-learning ability, and stimulate their learning interest . Conclusion Experiential teaching can improve students' learning interest, satisfaction with teaching, and doctor-patient communication ability and thus improve the training effect of psychiatric practical skills. Therefore, it holds promise for application in teaching.
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By reading a large number of literature, this paper summarized the current situation of experiential teaching in geriatric overseas, and pointed out the existing problems,such as the current research results at home and abroad are inconsistent, there was a lack of interdisciplinary team experiential teaching related research, as well as the lack of standardized patient and progressive case application, evaluation indicators and assessment forms need to be reformed and gives the corresponding suggestions.
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Traditional methods of teaching entrepreneurship in universities involves more theoretical approaches which are less effective in motivating considerations for an entrepreneurship career. This owes to the fact that such techniques essentially make students develop a dormant attitude rather than active participation. Expert views suggest that experiential entrepreneurship teaching methods in universities which involve practical activities and active participation can be considered salient to students' development of entrepreneurial interest an business startup potentials. This present study presents data on the extent to which experiential teaching methods in entrepreneurship adopted by Nigerian universities stimulate students' entrepreneurial interest and business startups. Data have been gathered following a descriptive cross-sectional quantitative survey conducted among university students (N = 600) of four selected institutions in Nigeria offering a degree programme in entrepreneurship. Hierarchical Multiple Regression Analysis was used in confirming the hypothesis proposed in the study using the Statistical Package for Social Sciences (SPSS) version 22.The findings from the analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching in Nigerian universities can stimulate students' interest and drive for engaging in business start-up activities even as undergraduates. The field data set is made extensively available to allow for critical investigation.
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According to the developmental requirements of university students,to improve their communication skills,we conducted innovation of the mental health courses.The content of mental health courses was divided into theoretical knowledge and experiential knowledge.The theoretical part was delivered online and studied by the students themselves,while the experiential part was designed into experiential teaching scheme and practiced in the classroom.Preliminary assessment of results from clinical students who experienced this innovation showed that the teaching effectiveness is good.
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Objective To understand the practice of experiential teaching in the core midwifery curriculum. Methods Phenomenology as a qualitative research method was utilized and fifteen students participated in the non-structured interviews. Results Four themes were found: comprehension of knowledge;professional thought; teacher- student relationship;gratitude. Conclusions Experiential teaching can increase the teaching effect of core midwifery curriculum, and develop good ideological and professional qualities.
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Food processing and cooking is very practical, and requires students to master certain knowledge and operational skills of nutrition. Therefore, we introduced the experience teaching design, con-crete experiment, reflective observation, abstract generalization and application, focused on practice-appli-cation-further practice in the teaching process, readjusted and set practical objectives, contents, teaching methods, evaluation, and used questionnaire and interview method to evaluate the teaching effect, which enriched the teaching content of the course and improved the effectiveness of students'!practice learning.
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According to the phenomenon that the curriculum of psychological health education for college students is theoretical,lack of experience and the teaching form is single,this research attempts to private a blended teaching which is based on the small private online course (SPOC) and experiential teaching.The content of mental health is divided into theoretical knowledge and experience knowledge.And the theoretical knowledge is taught through online teaching in the form of massive open online courses (MOOC),while the experiential knowledge is taught by pure experiential teaching in the classroom.The study has summed up 3 stages of learning mode:learning before class,teaching experience and reflection after class.This changes the single classroom theory teaching to students experience learning.Besides,formative evaluation is used as assessment methods,which has enhanced the effectiveness of the course and at the same time,it has also promoted the improvement of teachers' teaching level effectively.
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On the basis of educational psychology fundamentals and characteristics, this study constructed the experiential teaching of music therapy. The preparations made before class include the construction of experiential teaching system, improvement of multimedia resources, and the establish-ment of music therapeutic room. Music therapy activities were taken as the main body and problem-based learning as the leading factor, clinical observation as the basis, and social practice as the com-plement, etc. This study provides basis and reference for the theoretical teaching and clinical practice of music therapy in medical colleges and universities.
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Objective To explore the effects of experiential teaching mode in pediatrics of traditional Chinese medicine. Methods One hundred students were randomly divided into trial group and control group, 50 students in each group. Trial group used the experiential teaching mode, while students in the control group were taught with traditional teaching mode. Results The degree of interest in pediatrics of traditional Chinese medicine, communication with the children and the parents of the patients, and examination results in the trial group were superior to the control group (P<0.05). Conclusion The effects of experiential teaching mode in pediatrics of traditional Chinese medicine are satisfied, and worth popularizing in teaching.
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Objective In order to evaluate the effects of experiential learning in the training of new nurses in intensive care unit.Methods Seventy-nine new nurses enrolled from 2010 to 2012 were divided into the experimental group(41 nurses) and the control group(38 nurses).Each team experienced prework training for two months.The experimental group used experiential learning.The control group selected common practice.After training nurses were investigated by a self-designed questionnaire about their appraisal to experiential training and had a exam.Results The scores of the experimental group was higher than that of the control group.There were significant differences in social comfort and physical comfort between two groups.The experimental group had a higher approbation for experiential training.Conclusions Experiential learning contribute to make nurses master knowledge and technique,make them apply comfort nursing to patients.It is also favorable to increase specialized skills and quality of nurses and results in higher nursing quality for ICU patients.
