CBL结合PBL教学法在乳腺外科护理教学中的应用分析

蔡兆珍

[摘要] 目的 探究CBL结合PBL教学法在乳腺外科护理教学中的应用。方法 选取2018年1月—2019年10月期间的该院乳腺外科护理实习生80名，随机分为观察组与对照组，各40名。观察组实施CBL结合PBL教学法，对照组实施常规带教，对比观察两组护理实习生对教师的评价优良率以及实习生综合考核成绩。结果 观察组护理实习生教师的评价优良率97.50%高于对照组75.00%（P<0.05），观察组实习生综合考核成绩人文关怀（7.96±0.41）分、生命体征评估能力（7.74±0.62）分、健康宣教（7.84±0.35）分、护理诊断（7.76±0.52）分、操作（7.98±0.32）分、护患沟通（7.58±0.64）分、理论成绩（93.24±1.56）分高于对照组（P<0.05）。结论 乳腺外科护理教学中应用CBL结合PBL教学法，能够全面提升护理实习生的综合能力，提升实习生的带教满意度，有利于带教工作的开展，值得推广应用。

[关键词] CBL教学法;PBL教学法;乳腺外科;护理教学

[中图分类号] R47 [文献标识码] A [文章编号] 1672-5654（2020）09（c）-0132-03

[Abstract] Objective To explore the application of CBL combined with PBL teaching method in breast surgery nursing teaching. Methods A total of 80 nursing interns in breast surgery in the hospital from January 2018 to October 2019 were selected and randomly divided into observation group and control group， with 40 cases in each group. The observation group implemented CBL combined with PBL teaching method， and the control group implemented conventional teaching. The two groups of nursing interns' evaluation of teachers' excellent and good rate and interns' comprehensive assessment results were compared and observed. Results The excellent and good rate of nursing interns in the observation group was 97.50%，which was higher than 75.00% in the control group （P<0.05）. The interns in the observation group had comprehensive assessment scores of humanistic care （7.96±0.41）points and vital signs assessment ability （7.74±0.62）points， health promotion （7.84±0.35）points， nursing diagnosis （7.76±0.52）points， operation （7.98±0.32）points， nurse-patient communication （7.58±0.64）points， theoretical scores （93.24±1.56）points higher than the control group （P<0.05）. Conclusion The application of CBL combined with PBL teaching method in breast surgery nursing teaching can comprehensively improve the comprehensive ability of nursing interns and improve their satisfaction with teaching. It is beneficial to the development of teaching work and is worthy of popularization and application.

[Key words] CBL teaching method; PBL teaching method; Breast surgery; Nursing teaching

乳腺外科主要指治療乳腺疾病的外科学方面内容，包括乳房解剖、乳腺感染、乳腺肿瘤管理、乳腺肿瘤诊治原则、乳腺肿瘤诊断等外科手术术式、化疗、内分泌治疗等。随着乳腺疾病的患病率逐渐升高，乳腺外科的患者也逐渐增多，其临床护理工作逐渐加重，容易产生失误。近几年，我国医学领域逐步形成规范化发展，乳腺外科为了迎合科研以及临床诊治的需求，需要对乳腺外科的护理实习中教学问题进行研讨，探究更有效的临床护理教学方法，避免给缺少经验的护理实习生的护理操作带来困难[1]。PBL教学模式是以问题为中心的教学模式，将疾病问题作为基础同时结合临床实践以及教师引导、小组讨论等形式，培养学生主动探索问题的能力[2]。CBL教学法能够使学生以及教师进行责任分担，引导学生发现问题、探索问题、解决问题[3]。乳腺外科作为临床医学中的重要组成部分，由于内容比较繁杂，因此需要对实习生进行有效的临床护理带教学习。因此选取2018年1月—2019年10月期间的该院乳腺外科护理实习生80名，探究CBL结合PBL教学法在乳腺外科护理教学中的应用，报道如下。