Abstract:

Objective　To explore the effect for applying the group-based case teaching method in nursing ethic course teaching. Methods　Sixty-eight students of the nursing class of Guangdong Medical University 2+2 Longhua District People's Hospital from January 2020 to December 2021 were selected as the study objects. The 35 students of grade 2020 were set as a control group, and the 33 students of grade 2021 a study group. There were 3 males and 32 females in the control group; they were (21.22±1.02) years old. There were 2 males and 31 females in the study group; they were (21.25±1.01) years old. The control group used the traditional teaching method. The study group used the group-based case teaching method. The course assessment results (theoretical score and nursing practice score), the satisfaction with the teaching methods, and the improvement of learning ability were compared between the two groups by t test. Results　The theoretical score, nursing practice score, and scores of group cooperation ability, case analysis, memory and attention, linguistic expression, and satisfaction with the teaching methods in the study group were higher than those in the control group (80.18±5.23 vs. 76.40±8.89, 94.64±1.15 vs. 90.05±1.11, 93.24±3.04 vs. 90.15±2.78, 92.68±2.78 vs. 89.24±2.48, 93.04±2.15 vs. 90.35±2.27, 94.24±1.35 vs. 91.04±1.27, and 95.65±1.15 vs. 88.24±0.84), with statistical differences (t=2.120, 16.747, 4.378, 5.391, 5.010, 10.188, and 30.467; all P<0.05). Conclusion　The application of the group-based case teaching method in nursing ethic course teaching has a significant effect, and can improve students' academic performance and learning ability, with high student satisfaction.

Key words:

Nursing ethics, Group-based case teaching, Satisfaction, Learning ability, Assessment results, Clinical nursing

摘要：

目的　探究护理伦理课程教学中应用小组式案例教学法的效果。方法　选取2020年1月至2021年12月广东医科大学2+2龙华区人民医院教学点护理班的68例学生作为研究对象，其中2020级学生35例作为对照组，2021级护理班学生33例作为研究组。对照组男3例、女32例，年龄（21.22±1.02）岁，采取传统教学法；研究组男2例、女31例，年龄（21.25±1.01）岁，采用小组式案例教学法。对比两组学员课程考核成绩（理论成绩、护理实践成绩）、对教学方法的满意程度及学习能力提升情况。统计学方法采用t检验。结果　研究组理论成绩［（80.18±5.23）分］、护理实践成绩［（94.64±1.15）分］，教学后的小组合作能力［（93.24±3.04）分］、案例分析能力［（92.68±2.78）分］、记忆力与注意力［（93.04±2.15）分］、语言表达能力［（94.24±1.35）分］，对教学方法的满意度总分［（95.65±1.15）分］均高于对照组［（76.40±8.89）分、（90.05±1.11）分、（90.15±2.78）分、（89.24±2.48）分、（90.35±2.27）分、（91.04±1.27）分、（88.24±0.84）分］，差异均有统计学意义（t=2.120、16.747、4.378、5.391、5.010、10.188、30.467，均P<0.05）。结论　护理伦理课程教学中应用小组式案例教学法效果显著，可提高学生成绩及学习能力，学生满意度高。

关键词:

护理伦理, 小组式案例教学, 满意度, 学习能力, 考核成绩, 临床护理