关键词:

3D打印, PBL, CBL, 护理教学, 腹主动脉瘤, 血管疾病

Abstract:

Objective　To explore the application effect of 3D printing technology based on imaging and PBL (problem-based learning) - CBL (case-based learning) teaching mode in nursing teaching of vascular diseases. Methods　A total of 90 nursing students who practiced in Jining No.1 People's Hospital from September 2020 to September 2021 were divided into an observation group (45 cases) and a control group (45 cases) by the random number table method. In the observation group, there were 3 males and 42 females, aged (20.27±1.71) years. In the control group, there were 4 males and 41 females, aged (20.26±1.50) years. The observation group adopted the teaching process of combining 3D printing technology with PBL-CBL teaching mode, and the control group was given traditional vascular surgery teaching aids combined with PBL-CBL teaching mode. Abdominal aortic aneurysm (AAA) was used as the representative of vascular diseases in both groups. After 4 weeks of nursing teaching, the two groups were evaluated by nursing theory written test, practical operation test, and anonymous questionnaire. The questionnaire included nursing students' interest in learning, mastery of knowledge, spatial imagination, and satisfaction with teaching. The statistical methods used were independent sample t test, paired t test, and χ² test. Results　The scores of nursing theoretical test [(87.78±4.64) points vs. (85.60±3.73) points] and practical operation [(86.69±4.94) points vs. (83.00±2.13) points] and total score [(174.47±7.49) points vs. (169.60±4.84) points] in the observation group were higher than those in the control group, with statistically significant differences between the two groups (all P<0.05). The scores of learning interest [(4.60±0.50) points vs. (3.98±0.75) points], knowledge mastery [(4.51±0.66) points vs. (3.93±0.81) points], spatial imagination [(4.62±0.53) points vs. (3.84±0.71) points], and teaching satisfaction [(4.60±0.58) points vs. (4.31±0.60) points] in the observation group were higher than those in the control group, with statistically significant differences between the two groups (all P<0.05). Conclusion　The application of 3D printing technology based on imaging combined with PBL-CBL teaching mode in nursing teaching of vascular diseases can enhance the students' interest in learning, deepen their cognition of the diseases, significantly improve their spatial imagination ability, and effectively improve their clinical nursing teaching quality and satisfaction.

Key words:

3D printing technology, PBL, CBL, Nursing teaching, Abdominal aortic aneurysm, Vascular diseases