Abstract:

Objective　To explore the effect applying problem-based learning (PBL) combined with case-based learning (CBL) mixed teaching in cancer pain teaching for nurses taking standardized training in oncology department. Methods　From January 2021 to June 2022, 60 nurses taking standardized training in Department of Oncology, Second Hospital Affiliated to Guangzhou University of Chinese Medicine were selected as the study objects. They were simply and randomly divided into a control group and an observation group, with 30 in each group. There were 2 males and 28 females in the control group; they were (23.0±1.0) years old. There were 30 females in the observation group; they were (23.3±1.6) years old. The control group implemented the conventional clinical teaching method, while the observation group implemented the PBL combined with CBL mixed teaching. The theoretical knowledge of cancer pain, cancer pain management abilities, self-efficacies, and satisfaction were compared between the two groups after four weeks' teaching. t test, χ² test and Fisher exact test. Results　The scores of theoretical knowledge of cancer pain, cancer pain management ability, and self-efficacy in the observation group were higher than those in the control group [(83.27±4.84) vs. (79.60±6.18), (85.07±4.22) vs. (82.70±3.90), and (4.63±2.11) vs. (2.40±2.18)], with statistical differences (all P<0.05). The degrees of satisfaction with teaching mode and work arrangement in the observation group were higher than those in the control group [90.0% (27/30) vs. 66.7% (20/30) and 93.3% (28/30) vs. 70.0% (21/30)], with statistical differences (both P<0.05). Conclusion　The application of PBL combined with CBL mixed teaching in cancer pain teaching for nurses taking standardized training in oncology department can effectively improve their self-efficacy, professional theoretical knowledge, clinical thinking, and cancer pain management ability.

Key words:

Oncology department, Problem-based learning, Case-based learning, Mixed teaching, Nurses taking standardized training, Cancer pain

摘要：

目的　探讨以问题为导向的教学法（problem-based learning，PBL）和以案例为导向的教学法（case-based learning，CBL）混合式教学在肿瘤科规培护士癌痛教学中的应用效果。方法　选取2021年1月至2022年6月在广州中医药大学第二附属医院肿瘤科轮科的60名规培护士，采用简单随机法分为对照组和观察组，各30人。对照组男2人，女28人，年龄（23.0±1.0）岁；观察组女30人，年龄（23.3±1.6）岁。对照组应用传统教学模式，观察组应用PBL结合CBL混合式教学模式。比较两组规培护士在4周教学结束后癌痛相关理论知识、癌痛管理能力、自我效能及满意度的情况。采用t检验、χ²检验、Fisher精确检验进行分析。结果　观察组干预后的癌痛相关理论成绩（83.27±4.84）分、癌痛管理能力得分（85.07±4.22）分、自我效能得分提高值（4.63±2.11）分，均高于对照组的（79.60±6.18）分、（82.70±3.90）分、（2.40±2.18）分，差异均有统计学意义（均P<0.05）；观察组对教学模式［90.0%（27/30）］和工作安排［93.3%（28/30）］的满意度均高于对照组［66.7%（20/30）、70.0%（21/30）］，差异均有统计学意义（均P<0.05）。结论　在肿瘤科规培护士的癌痛教学中应用PBL与CBL混合式教学有良好效果，可有效提高规培护士的自我效能和专业理论知识，促进其临床思维的培养和癌痛管理能力的提升。

关键词:

肿瘤科, PBL, CBL, 混合式教学, 规培护士, 癌痛