Abstract:

Objective　To explore the effect for applying case-based learning (CBL) and workshop teaching mode in teaching nutritional management of chronic kidney disease (CKD) to nursing interns. Methods　This was a prospective study. Sixty nursing interns who interned in Department of Nephrology, First Affiliated Hospital of Fujian Medical University from August 2022 to November 2023 selected as the study objects. They were divided into s control group (30) and an experimental group (30) according to the internship time. There were 5 males and 25 females in the control group; they were (20.40±2.06) years old. There were 1 male and 31 females in the experimental group; they were (20.44±0.80) years old. The control group were taught by the traditional teaching method, and the experimental group was taught by the CBL combined with workshop mode, for 4 weeks. The scores of theoretical knowledge and operational skill assessment, critical thinking ability, and patients' satisfaction with nutrition management were compared between the two groups. t and Mann-Whitney U tests were used for the statistical analysis. Results　The scores of theoretical assessment, operational assessment, and critical thinking ability in the experimental group were higher than those in the control group [86.84±3.22 vs. 75.83±5.90, 88.00 (83.50, 90.75) vs. 73.50 (70.00, 75.50), and 238.50 (227.25, 249.00) vs. 227.00 (214.25, 251.25)], with statistical differences (t=-9.032; Z=-5.274 and -2.135; all P<0.05). The patients' satisfaction with the nursing interns' nursing in the experimental group was higher than that in the control group [87.50% (28/32) vs. 23.33% (7/30)], with a statistical difference (Z=-5.147; P<0.05). Conclusion　The application of CBL combined with workshop teaching mode in nursing teaching of CKD nutritional management can help improve the students' theoretical knowledge and practical ability, enhance their critical thinking ability, and increase the patients' satisfaction.

Key words:

Chronic kidney disease, Nursing, Clinical practice, Case-based learning teaching, Workshop, Nutritional management

摘要：

目的　探讨以案例为基础的教学（CBL）联合工作坊（Workshop）教学模式在护理实习生慢性肾脏病（CKD）营养管理教学中的应用效果。方法　采用前瞻性研究，选取2022年8月至2023年11月在福建医科大学附属第一医院肾脏内科实习的62名护理实习生作为研究对象。根据实习时间将其分为对照组（2022年8月至2023年3月，30名）和试验组（2023年4月至2023年11月，32名）。对照组：男5名、女25名，年龄（20.40±2.06）岁；采用传统教学方法。试验组：男1名、女31名，年龄（20.44±0.80）岁；采用CBL联合Workshop的教学模式进行教学。两组均进行4周培训。比较两组实习生理论知识及操作技能考核成绩、实习生评判性思维能力及患者对营养管理的满意度。采用t检验、Mann-Whitney U 检验进行统计分析。结果　试验组操作成绩［（86.84±3.22）分比（75.83±5.90）分］、理论成绩［88.00（83.50，90.75）分比73.50（70.00，75.50）分］、评判性思维能力［238.50（227.25，249.00）分比227.00（214.25，251.25）分］得分均高于对照组，差异均有统计学意义（t=-9.032，Z=-5.274、-2.135）。试验组87.50%（28/32）的患者对护理实习生所提供的护理感到很满意，高于对照组［23.33%（7/30）］，两组护理满意度得分比较，差异有统计学意义（Z=-5.147，P<0.05）。结论　将CBL联合Workshop教学模式应用于CKD营养管理的护理教学中，有助于提高护理实习生理论知识及实践能力，增强评判性思维能力，提高患者满意度。

关键词:

慢性肾脏病, 护理, 临床实习, 案例教学法, 工作坊, 营养管理