Abstract:

Objective　To explore the application effect of the task-driven teaching method combined with the Sandwich teaching method in teaching of orthopedic nursing interns. Methods　Fifty-nine nursing interns who interned in Department of Orthopedics, Guangdong Traditional Chinese Medicine Hospital from June 2020 to August 2021 were selected as the research objects. They were divided into a control group (28 ones) and an experimental group (31 ones) according to the different nursing teaching methods. The control group consisted of 24 females and 4 males who were (21.25 ± 0.65) years old; they were taught using the conventional teaching methods. The experimental group consisted of 28 females and 3 males who were (21.71±0.59) years old; they were taught by the task-driven teaching method, the Sandwich teaching method, and the conventional teaching methods. The learning initiative (ALS) and critical thinking ability (CTDI-CV), theoretical knowledge assessment scores, operational practice assessment scores, and teaching satisfaction were compared between the two groups. Independent sample t test was used for the measurement data, and χ² test for the count data. Results　At the time of admission, there were no statistical differences in the scores of ALS and CTDI-CV between the two groups (both P>0.05). At the time of graduation, the scores of ALS and CTDI-CV in the experimental group were higher than those in the control group [(75.48±6.34) vs. (67.18±6.57) and (284.29±7.69) vs. (267.39±9.42)], with statistical differences (t=4.936 and 7.578; both P<0.001). The scores of theoretical knowledge assessment and practical operation assessment in the experimental group were higher than those in the control group [(88.06±6.53) vs. (80.29±8.70) and (87.68±5.71) vs. (78.96±7.09)], with statistical differences (t=3.910 and 5.221; both P<0.001). The overall satisfaction rate in the experimental group was higher than that in the control group [93.5% (29/31) vs. 75.0% (21/28)], with a statistical difference (χ²=3.915, P<0.05). Conclusions　The application of the task-driven teaching method and the Sandwich teaching method in teaching of orthopedic nursing interns can fully mobilize their initiative in self-learning, strengthen their critical thinking ability, and improve their theoretical knowledge, operational practice ability, and teaching satisfaction in the specialized field.

Key words:

Orthopedics, Nursing interns, Task-driven teaching method, Sandwich teaching method

摘要：

目的　探讨任务驱动教学法联合Sandwich教学法在骨科实习护生带教中的应用效果。方法　选取2020年6月至2021年8月在广东省中医院骨科实习的59名护生为研究对象，根据不同护理教学方法分为对照组（28名）和试验组（31名）。对照组女24名，男4名，年龄（21.25±0.65）岁，按照常规教学法教学；试验组女28名，男3名，年龄（21.71±0.59）岁，在常规教学基础上进行任务驱动教学法联合Sandwich教学法教学；对比两组学习积极主动性（ALS）及批判性思维能力（CTDI-CV）、理论知识考核成绩、操作实践考核成绩及教学满意度。计量资料采用独立样本t检验，计数资料采用χ²检验。结果　入科时，两组ALS评分和CTDI-CV评分比较，差异均无统计学意义（均P>0.05）；出科时，试验组ALS评分和CTDI-CV评分均高于对照组［（75.48±6.34）分比（67.18±6.57）分、（284.29±7.69）分比（267.39±9.42）分］，差异均有统计学意义（t=4.936、7.578，均P<0.001）。试验组出科理论知识考核成绩和操作实践考核成绩均高于对照组［（88.06±6.53）分比（80.29±8.70）分、（87.68±5.71）分比（78.96±7.09）分］，差异均有统计学意义（t=3.910、5.221，均P<0.001）。试验组教学总满意率高于对照组［93.5%（29/31）比75.0%（21/28）］，差异有统计学意义（χ²=3.915，P<0.05）。结论　将任务驱动教学法联合Sandwich教学法应用于骨科实习护生带教中，可充分调动护生的自主学习积极主动性，强化批判性思维能力，提高专科理论知识水平、操作实践能力及教学满意度。

关键词:

骨科, 实习护生, 任务驱动教学法, Sandwich教学法