ISSN 2097-6054（网络） ISSN 1672-9234（印刷） CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
收录：中国科学引文数据库（CSCD）来源期刊
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中华护理教育

中华护理教育 >

2023 , Vol. 20 >Issue 10: 1174 - 1180

DOI: https://doi.org/10.3761/j.issn.1672-9234.2023.10.004

情境模拟教学专题

情境模拟教学法在本科精神科护理学课程中的应用

  • 高云 ,
  • 赵金梅 ,
  • 曾钢 ,
  • 叶君荣 ,
  • 夏志春 ,
  • 韦红梅 ,
  • 肖爱祥
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  • 510100 广州市 广州医科大学护理学院（高云，赵金梅）；广州医科大学附属脑科医院（曾钢，叶君荣，夏志春，韦红梅，肖爱祥）
高云，女，博士，副教授，E-mail：309972171@qq.com

收稿日期: 2022-10-05

  网络出版日期: 2023-10-19

基金资助

广东省教育科学十三五规划项目(2020GXJK400);广东省本科高校在线开放课程指导委员会课题立项(2022ZXKC385);广东省临床教学基地教学改革研究项目(2021JD119)

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The application of clinical-situation simulation in practical teaching of psychiatric violence risk assessment and management

  • Yun GAO ,
  • Jinmei ZHAO ,
  • Gang ZENG ,
  • Junrong YE ,
  • Zhichun XIA ,
  • Hongmei WEI ,
  • Aixiang XIAO
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Received date: 2022-10-05

  Online published: 2023-10-19

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摘要

目的 探讨情境模拟教学法对护理本科生精神科暴力风险评估与处理实践教学效果。方法 采用随机数字表法将某校2019级大学三年级护理本科生分为对照组（n=42）和试验组（n=42）。对照组采用案例导入、视频展示、示教讲解、小组讨论、分组练习等传统教学方法；试验组则采用以情境引领、任务驱动及小组合作学习法为主的临床情境模拟教学法。比较两组课后理论测试、客观结构化临床考试成绩及课程体验评分。结果 试验组客观结构化考核总分及各站点得分均高于对照组，差异具有统计学意义（均P<0.05）。试验组学习体验问卷总均分及课程收获、良好的教学、课程质量3个维度得分高于对照组（均P<0.05）。两组理论测试成绩得分差异无统计学意义（P>0.05）。结论 与传统实验教学相比，临床情境模拟教学法能更有效地提升学生学习体验，提高学生精神科暴力风险评估与处理应用能力。

关键词： 护理; 教育; 情境模拟; 精神科暴力; 风险评估

本文引用格式

高云 , 赵金梅 , 曾钢 , 叶君荣 , 夏志春 , 韦红梅 , 肖爱祥 . 情境模拟教学法在本科精神科护理学课程中的应用[J]. 中华护理教育, 2023 , 20(10) : 1174 -1180 . DOI: 10.3761/j.issn.1672-9234.2023.10.004

Abstract

Objective To explore the effect of the clinical-situation simulation teaching method in violence risk assessment and management in psychiatric nursing in nursing undergraduates. Methods A total of 84 junior undergraduates from two classes of Grade 2019 were classified into control group and experimental group randomly，with 42 students in each group. The routine practical teaching method was conducted in the control group，while clinical-situation simulation was implemented in the experimental group. The after-class theoretical examination and objective structured clinical skills examination（OSCE） were used to evaluate the learning effect of the two groups. The Chinese version of the Modified Course Experience Questionnaire（CEQ） was employed to measure students’ experience with the course in the two groups. Results Both scores of each OSCE station and total OSCE score in the experimental group were significantly higher than those in the control group（P<0.05），while there was no significant difference in terms of the score of theoretical examination in the two groups（P>0.05）. And the overall mean score of the CEQ and mean scores on the dimensions of good teaching，good quality of the course and gain a lot in the experimental group were significantly higher than those in the control group（P<0.05）. Conclusion The clinical-situation simulation teaching is more effective than traditional teaching in improving students’ experience and cultivating the students’ ability to identify risk factors of psychiatric violence and to deal with psychiatric violence.

Key words： Nursing; Education; Scenario simulation; Psychiatric violence; Risk assessment

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