思维导图联合案例教学法在手术室新职工带教中的应用

目的 探讨思维导图联合案例教学法在手术室新职工带教中的应用效果,为提升新护士手术配合能力提供参考。方法 将2019年8月-12月手术室新入职的护士设为对照组(n=38),将2020年8月-12月手术室新入职护士为观察组(n=31)。对照组采用传统教学模式,观察组采用思维导图联合案例教学法教学模式。比较2组理论及操作考核成绩、自我导向学习能力及临床思维能力。结果 干预后观察组操作考核得分高于对照组(t=-2.688,P=0.009),自我导向学习能力量表的学习评价维度评分高于对照组(t=-2.056,P=0.044);评判性思维、系统思维的得分及临床思维能力总分均高于对照组(t=-2.090,P=0.040;t=-2.011,P=0.048;t=-2.170,P=0.034 )。结论 思维导图联合案例教学法可提高手术室新入职护士的实践操作能力和临床思维能力,具有推广应用的价值。

The application of mind mapping combined with case-based learning in new staff teaching in the operating room

Objective To explore the effect of the mind mapping combined with case-based learning in the teaching of new staff in the operating room, so as to provide references for improving the surgical coordination ability of new staff. Methods The newly-recruited nurses between August and December 2019 were selected into a control group(n=38)and those recruited between August and December 2020 were chosen into an observation group(n=31).The control group was taught in the traditional teaching mode, while the observation group was implemented the mind mapping combined with case-based learning. Then both groups were evaluated the theories and operational skills, self-oriented learning ability and clinical thinking. Results After the intervention, the observation group had significantly higher scores in the operation skills (t=-2.688, P=0.009), self-oriented learning ability (t=-2.056, P=0.044), as well as the critical thinking, systematic thinking and total thinking (t=-2.090, P=0.040; t=-2.011, P=0.048; t=-2.170, P=0.034) compared with the control group. Conclusion The mind mapping combined with case-based learning can increase the operational skill and clinical thinking of the new staff in the operating room. Therefore, it is worthy of promotion in the clinical practice.