Objective

To investigate the application value of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing.

Methods

104 nursing interns who were employed in the orthopedics department of our hospital from March 2018 to March 2020 were selected and randomly divided into traditional teaching (TT) group (n = 52) and joint teaching (JT) group (n = 52). Among them, the traditional teaching mode was adopted in the TT group, while the scenario simulation teaching method combined with progressive teaching mode was adopted in the JT group. The theoretical examination results, performance assessment results, comprehensive assessment results, the scores of nurse-patient communication skills, the CTDI-CV (Critical Thinking Disposition Inventory-Chinese Version) scores and the teaching satisfaction in the two groups of nursing interns were compared and analyzed.

Results

The theoretical examination results, performance assessment results and comprehensive assessment results in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 12.91, t = 11.65, t = 9.92). The scores of nurse-patient communication skills and the CTDI-CV scores in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 22.18, t = 16.88). Teaching satisfaction of 94.23% in the JT group was significantly higher than 73.08% in the TT group, with statistical differences (P < 0.05, χ² = 11.6050).

Conclusion

The application of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing can effectively consolidate nursing interns’ understanding of theoretical knowledge and significantly improve the proficiency in operating skills, the nurse-patient communication skills, the critical thinking ability in judging patients' conditions and nursing measures, as well as the nursing interns' teaching satisfaction of nursing, which is of positive significance to improve nursing interns’ nursing quality.

中文翻译：

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情境模拟教学法与渐进式教学模式相结合在骨科护理学临床教学中的应用分析

客观的

探讨情境模拟教学法与渐进式教学模式相结合在骨科护理学临床教学中的应用价值。

方法

选择2018年3月至2020年3月在我院骨科工作的104名护理实习生，随机分为传统教学（TT）组（n = 52）和联合教学（JT）组（n = 52）。其中，TT组采用传统教学模式，JT组采用情景模拟教学与渐进式教学相结合的方法。比较两组护理实习生的理论考试结果，绩效评估结果，综合评估结果，护士与患者沟通技巧的得分，CTDI-CV（批判性思维处置量表-中文版）得分和教学满意度，并进行比较。分析。

结果

JT组的理论检查结果，绩效评估结果和综合评估结果明显优于TT组，差异有统计学意义（P <0.05，t = 12.91，t = 11.65，t = 9.92）。JT组的护士-患者沟通技巧得分和CTDI-CV得分显着优于TT组，差异有统计学意义（P <0.05，t = 22.18，t = 16.88）。的JT组在教学94.23％的满意度比TT组73.08％显著更高，具有统计学差异（P <0.05，χ ²  = 11.6050）。

结论

情景模拟教学法与渐进式教学法相结合在骨科护理学临床教学中的运用，可以有效地巩固护理实习生对理论知识的理解，显着提高操作技能，护士与病人沟通能力，判断能力的批判性思维能力。患者的病情和护理措施，以及护理实习生对护理的教学满意度，对提高护理实习生的护理质量具有积极意义。