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Comparison of the Application of Teaching Methods of Obstetrics and Gynecology Nursing

机译:妇产科教学方法的应用比较

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[Goal] This paper discusses the use of LBL method, PBL and LBL dual-track teaching method for nursing undergraduate students in the teaching of "Gynecology and Obstetrics Nursing" curriculum, and statistical analysis of the effects of students' acquisition of knowledge and skills. [Method] A systematic sampling method was used to sample 60 students of 2015 nursing students of Xi'an Foreign Affairs Medical College. They were randomly divided into 2 groups of 30 each. They were taught using the LBL teaching method and the PBL+LBL dual-track teaching method. At the end of the course, skills and theoretical assessments will be conducted. [Result] Although there was no significant difference in the scores of the examination and the basic questions between the LBL group and the PBL+LBL group (P>0.05), the latter was significantly higher than the former in the score of the comprehensive question, and the difference was statistically significant (P<0.05). [Conclusion] PBL and LBL dual-track teaching method can not only enhance students' mastery of theoretical knowledge, but also enable students to apply the knowledge they have learned to clinical case analysis and practice. The overall quality of students has been improved.
机译:[目标]本文讨论了LBL方法,PBL和LBL双轨教学方法的使用,为养老院学生在“妇科和妇产科护理”课程教学中,统计分析学生收购知识和技能的影响。 [方法]系统采样方法采用西安外交学院2015年哺乳学生60名学生。将它们随机分为2组,每组。使用LBL教学方法和PBL + LBL双轨教学方法来教授它们。在课程结束时,将进行技能和理论评估。 [结果]虽然考试的评分和LBL组和PBL + LBL组之间的基本问题没有显着差异(P> 0.05),但后者显着高于前者在综合问题的得分中,差异有统计学意义(P <0.05)。 [结论] PBL和LBL双轨教学方法不仅可以增强学生对理论知识的掌握,而且还使学生应用他们已经学会了临床案例分析和实践的知识。学生的整体素质得到了改善。

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