基于桑代克学习理论的情景教学联合实境考核在NICU护士教学中的应用

doi:10.3760/cma.j.cn441417-20240611-09033

摘要/Abstract

摘要：

目的　探讨基于桑代克学习理论的情景教学法联合实境考核培训法对新生儿重症监护室（NICU）新入职护士核心能力及教学满意度的影响。方法　采用前瞻性研究方法，选取2021年1月至2022年12月河南省儿童医院郑州儿童医院NICU新入职护士为研究对象，将2021年1—12月NICU新入职的51例护士纳入对照组，将2022年1—12月NICU新入职的51例护士纳入试验组。对照组男2例、女49例，年龄（20.14±1.03）岁，大专20例、本科21例、研究生10例，实施传统模式教学；试验组男1例、女50例，年龄（20.07±1.11）岁，大专18例、本科24例、研究生9例，在对照组基础上采用基于桑代克学习理论的情景教学法联合实境考核培训法进行教学。两组教学周期均为1个月。对比两组考核成绩（理论考核、实践操作考核）、核心能力、心理状态及教学满意度。采用χ2检验、t检验进行统计分析。结果　教学后，试验组的理论考核、实践操作考核成绩均高于对照组［（81.52±8.66）分比（72.78±7.85）分、（82.11±8.36）分比（70.62±7.25）分］，差异均有统计学意义（t=5.340、7.415，均P<0.001）；试验组核心能力量表的评估和干预、交流、评判性思维、人际交往、管理、领导、教学、知识综合能力评分分别为（3.02±0.31、4.02±0.43、2.78±0.33、4.68±0.31、2.78±0.30、2.81±0.29、2.78±0.30、3.54±0.36）分，对照组上述评分分别为（2.25±0.29、3.58±0.37、2.11±0.23、4.02±0.43、2.21±0.23、2.17±0.23、2.31±0.24、3.01±0.33）分，差异均有统计学意义（均P<0.05）；试验组工作倦怠量表的个人成就感、去人格化倾向、情绪枯竭评分分别为（40.11±4.42、22.47±2.36、47.89±5.32）分，对照组上述评分分别为（32.14±3.56、16.21±1.87、42.18±4.52）分，差异均有统计学意义（t=10.029、14.847、5.841，均P<0.001）；试验组的教学总满意度高于对照组［98.04%（50/51）比86.27%（44/51）］（χ2=4.883，P=0.027）。结论　基于桑代克学习理论的情景教学法联合实境考核培训法，可提高NICU新入职护士的理论、实践操作水平及核心能力，改善心理状态，从而提高教学满意度。

关键词: , 新生儿重症监护室, , , 新入职护士, , , 桑代克学习理论, , , 情景教学, , , 实境考核, , , 核心能力

Abstract:

Objective　To explore the effects of the situational teaching method based on Thorndike's learning theory combined with real-case assessment training on the core competencies and teaching satisfaction of newly hired nurses in the Neonatal Intensive Care Unit (NICU). Methods　A prospective study was conducted involving newly hired nurses in the NICU at Henan Children's Hospital, Zhengzhou Children's Hospital, from January 2021 to December 2022. 51 nurses who joined the NICU from January to December 2021 were included in the control group, while 51 nurses who joined from January to December 2022 were included in the experimental group. The control group comprised 2 males and 49 females, the age was (20.14±1.03) years old. There were 20 nurses with a junior college education, 21 with a bachelor's degree, and 10 with a graduate degree, all receiving traditional teaching methods. The experimental group consisted of 1 male and 50 females, the age was (20.07±1.11) years old. This group included 18 nurses with a junior college education, 24 with a bachelor's degree, and 9 with a graduate degree, who received situational teaching methods based on Thorndike's learning theory combined with real-case assessment training. The teaching period for both groups was one month. Assessment scores (theoretical tests and practical operation tests), core competencies, psychological states, and teaching satisfaction were compared between the two groups. χ² test and t test were used for statistical analysis. Results　After the intervention, the theoretical and practical operation scores of the experimental group were higher than those of the control group [(81.52±8.66) points vs. (72.78±7.85) points , (82.11±8.36) points vs. (70.62±7.25) points], with statistically significant differences (t=5.340, 7.415, both P<0.001). The core competency assessment scores in the experimental group for assessment and intervention, communication, critical thinking, interpersonal skills, management, leadership, teaching, and comprehensive knowledge were (3.02±0.31, 4.02±0.43, 2.78±0.33, 4.68±0.31, 2.78±0.30, 2.81±0.29, 2.78±0.30, 3.54±0.36) points, compared to the control group scores of (2.25±0.29, 3.58±0.37, 2.11±0.23, 4.02±0.43, 2.21±0.23, 2.17±0.23, 2.31±0.24, 3.01±0.33) points, showing statistically significant differences (all P<0.05). In the experimental group, the scores on the burnout scale for personal accomplishment, depersonalization tendency, and emotional exhaustion were (40.11±4.42, 22.47±2.36, 47.89±5.32) points, while the control group scores were (32.14±3.56, 16.21±1.87, 42.18±4.52) points, with significant differences (t=10.029, 14.847, 5.841, all P<0.001). The overall teaching satisfaction rate in the experimental group was higher than that of the control group [98.04% (50/51) vs. 86.27% (44/51)] (χ²=4.883, P=0.027). Conclusion　The situational teaching method based on Thorndike's learning theory combined with real-case assessment training can improve the theoretical and practical operation levels, core competencies, and psychological states of newly hired nurses in the NICU, thereby enhancing teaching satisfaction.

Key words: Neonatal intensive care unit, , Newly hired nurses, , Thorndike's learning theory, , Situational teaching, , Real-case assessment, , Core competencies

陈玉端木艳艳刘彦彦蒋名丽.

基于桑代克学习理论的情景教学联合实境考核在NICU护士教学中的应用 [J]. 国际医药卫生导报, 2025, 31(9): 1579-1584.

Chen Yu, Duanmu Yanyan, Liu Yanyan, Jiang Mingli.

Application of situational teaching based on Thorndike's law of learning combined with real-case-based test in teaching for nurses in NICU [J]. International Medicine and Health Guidance News, 2025, 31(9): 1579-1584.

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