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

摘要

[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.