基于CDIO理念的教学模式在心血管护理实践教学中的应用

周彤; 宣玲; 王冬梅; 张晶; 张娜娜

doi:10.16766/j.cnki.issn.1674-4152.002651

基于CDIO理念的教学模式在心血管护理实践教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002651

蚌埠医学院第一附属医院心血管内科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程教学研究重点项目 2021jyxm0949

蚌埠医学院校级质量工程重点项目 2021fyjyxm03

详细信息

通讯作者:
周彤, E-mail: 13955217648@163.com

中图分类号: R192 R473.54
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- 文章访问数: 245
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- 被引次数: 0
出版历程
- 收稿日期: 2022-03-08
- 网络出版日期: 2022-11-29

Application of teaching mode based on CDIO concept in cardiovascular nursing practice teaching

Department of Cardiology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的探索构思-设计-实现-运行理念(CDIO)指导下的教学模式在心血管专科护理临床实践教学中的应用效果。方法将2021年1—12月于蚌埠医学院第一附属医院心血管内科实习的79名护理专业实习生根据病区分为实验组和对照组。心血管2病区38名护理实习生为实验组，采用CDIO临床实践教学法，心血管1病区41名护理实习生为对照组，采用常规模式教学法。2组学生在结束科室实习任务后完成理论、操作技能考核，完成对护理程序4个过程、人文关怀能力等8个维度的临床实践能力评价; 对2组带教老师进行临床教学质量评价。结果实验组理论考核成绩、操作技能考核成绩[(95.61±1.59)分、(95.12±1.22)分]高于对照组[(76.07±8.91)分、(94.34±1.61)分]，差异有统计学意义(均P < 0.05)。临床实践能力考核方面，实验组学生在护理程序、人文关怀能力以及整体等8个维度明显优于对照组，差异有统计学意义(均P < 0.001)。实验组教学质量测评得分[(96.89±1.31)分]高于对照组[(90.46±1.46)分]，差异有统计学意义(P＜0.001)。结论基于CDIO理念下教学模式能够激发护理专业实习生自主学习的能力，促进理论和实践的有机结合，提高其综合运用理论知识分析和解决实际问题的能力，提升教学效果。
- CDIO教学模式 /
- 心血管内科 /
- 护理教学
Abstract: Objective To explore the application effect of Conception-Design-Implementation-Operation (CDIO) teaching mode in clinical practice teaching of cardiovascular specialty nursing. Methods Based on the CDIO concept, a teaching team and teaching cases were established in the course practice teaching of cardiovascular nursing and applied to clinical practice. Seventy-nine nursing interns enrolled in Cardiovascular Medicine Department of the First Affiliated Hospital of Bengbu Medical College from January to December 2021 were randomly divided into experimental group and control group by simple grouping. In the experimental group, 38 people adopted CDIO clinical practice teaching method, and 41 people in the control group adopted conventional teaching method. The two groups of students completed the assessment of theory and operation skills after finishing the department internship task, and completed the evaluation of clinical practice ability of 8 dimensions, including four processes of nursing procedure and humanistic care ability. The clinical teaching quality of the two groups of teachers was evaluated. Results The test scores of theory and operation skills in the experimental group [(95.61±1.59) points and (95.12±1.22) points] were higher than those in the control group [(76.07±8.91) points and (94.34±1.61) points], and the differences were statistically significant (all P < 0.05). In the assessment of clinical practice ability, the students in the experimental group were significantly better than those in the control group in 8 dimensions including nursing procedures, humanistic care ability and overall, and the differences were statistically significant (all P < 0.001). The scores of teaching quality assessment in the experimental group [(96.89±1.31) points] were higher than those in the control group [(90.46±1.46) points], and the difference was statistically significant (P < 0.001). Conclusion The teaching mode based on CDIO concept can stimulate nursing students'independent learning ability, promote the organic combination of theory and practice, improve nursing students'ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve the teaching effect.
- CDIO teaching mode /
- Cardiovascular Medicine /
- Nursing teaching

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表 1 2组护理实习生一般资料比较

Table 1. Comparison of general information of the two groups of nursing interns

组别	例数	性别(例)		学历(例)		年龄(x±s，岁)
组别	例数	男性	女性	专科	本科	年龄(x±s，岁)
对照组	41	5	36	37	4	22.05±0.57
实验组	38	6	32	34	4	22.02±0.72
统计量		0.213^a				0.196^c
P值		0.645		0.600^b		0.848
注：^a为χ²值，^b为采用Fisher精确检验，^c为t值。

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表 2 基于CDIO模式下的临床护理教学方案

Table 2. Clinical nursing teaching scheme based on CDIO mode

项目	教学目标	教学内容
构思	提高护士的专业发展能力。	由教师先通过多媒体的授课形式进行理论课程培训。教师构思临床项目案例(包含若干个问题)和学习任务清单，导入学习任务。学员通过自己检索文献寻找案例中提出问题的答案。
设计	(1)掌握疾病重点、难点; (2)提高护士的批判性思维能力; (3)提高护士的团队合作能力。	由组长领导负责分工及协调工作。组长带领每位组员根据文献汇总提出意见，分享学习经验，团队共同讨论分析解决项目问题以及根据临床工作设计主要情景模拟学习项目。老师进行一次床边护理查房示范。
实现	(1)提高护士的临床护理实践能力; (2)提高护士的人文关怀能力。	小组成员分工合作完成情景模拟学习项目任务，教师在每组完成情景模拟后，应鼓励护生增强学习行为的坚持性，并针对性地指出在此过程中出现的问题，引导学生找出问题出现的原因，正确处理问题，带领护生完成床边的实践。
运作	提高护士的交流沟通能力。	每个案例学习完后教师进行项目构思理念、情景模拟设计思路、掌握知识与技能、存在的问题等培训成果展示。

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表 3 2组护理实习生理论、操作考试成绩比较(x±s，分)

Table 3. Comparison of theoretical and operational examination results between two groups of nursing interns (x±s, points)

组别	例数	理论考核成绩	操作考核成绩
对照组	41	76.07±8.91	94.34±1.61
实验组	38	95.61±1.59	95.12±1.22
t值		13.800	2.555
P值		＜0.001	0.013

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表 4 2组护理实习生临床实践能力比较(x±s，分)

Table 4. Comparison of clinical practice ability between two groups of nursing interns (x±s, points)

组别	例数	护理问诊	护理查体	护理诊断	护理措施	健康咨询	组织效能	人文关怀	整体评价
对照组	41	5.66±0.73	5.83±0.95	6.29±0.56	6.34±0.62	6.29±0.64	5.98±0.82	6.90±0.58	6.24±0.43
实验组	38	7.34±0.85	6.95±0.23	7.00±0.23	7.76±0.43	7.89±0.31	7.00±0.23	7.76±0.49	7.74±0.45
t值		9.492	7.344	7.441	11.945	14.273	7.663	7.075	15.075
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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