[摘要] 目的 研究PBL教学法应用在神经内科临床护理带教中的效果。方法 选取2018年1月—2019年6月该院神经内科实习护理生48名作为研究对象，随机分为对照组（24名，进行常规教学）与实验组（24名，实施PBL教学法），比较两组的技能考核成绩、理论成绩、教学满意度、教学支持率。结果 实验组在医患沟通（17.35±2.89）分、临床思维（37.45±2.61）分、病例分析（36.79±3.42）分方面的技能考核成绩均高于对照组（14.45±2.26）分、（28.75±2.44）分、（28.95±2.46）分（P<0.05）;实验组的理论成绩（88.96±3.95）分高于对照组（77.64±3.22）分（P<0.05）;实验组教学总满意率是100.00%，高于对照组（79.17%）（P<0.05）;实验组的教学支持率（95.83%）明显高于对照组（75.00%）（P<0.05）。结论 在神经内科临床护理带教中采用PBL教学法，实习护理生理论与实践水平会得到明显提升，满意度与支持率较高。

[关键词] 神经内科;临床护理;带教;PBL教学法;教学效果

[中图分类号] R47;G642 [文献标识码] A [文章编号] 1672-5654（2020）05（b）-0159-03

Application of PBL Teaching Method in Clinical Nursing Teaching of Neurology

ZHU Hui-xian

Brain Hospital of Hunan Province， Changsha， Hunan Province， 410007 China

[Abstract] Objective To study the effect of PBL teaching method in clinical nursing teaching of neurology. Methods From January 2018 to June 2019， 48 internship nursing students in the department of neurology were selected as the research objects， and they were randomly divided into the control group （24 people for routine teaching） and the experimental group （24 people for PBL teaching）. Compare the skill assessment scores， theoretical scores， teaching satisfaction， and teaching support rates of the two groups. Results The experimental group's skills assessment scores in terms of doctor-patient communication （17.35±2.89）points， clinical thinking （37.45±2.61）points， and case analysis （36.79±3.42）points were higher than those in the control group（14.45±2.26）points， （28.75±2.44）points， （28.95±2.46）points（P<0.05）; the theoretical score of the experimental group （88.96±3.95）points， higher than the control group （77.64±3.22） points（P<0.05）; the total teaching satisfaction rate of the experimental group was 100.00%， higher than the control group （79.17%）（P<0.05）; the teaching support rate of the experimental group （95.83%） was significantly higher than the control group （75.00%）（P<0.05）. Conclusion The use of PBL teaching method in clinical nursing teaching of neurology department will significantly improve the theory and practice level of internship nursing students， and the satisfaction and support rate will be higher.

[Key words] Neurology; Clinical nursing; Teaching; PBL teaching method; Teaching effect

神經内科兼具涉及面广以及专业性强的特点，加之患者普遍年龄较大、需卧床治疗[1]，所以护理难度较大，实习护理生难以正常展开护理工作，需要接受临床护理教学培训[2]。护理教学也即以问题为基础，通过引导实习护理生分析临床病例，达到传授护理知识与技能的双重目的，提升实习护理生护理能力。对此，传统教学方法已经无法有效满足神经内科护理服务的需求，需要更新教学观念，改变带教方法。PBL教学法首创于加拿大，通过以问题为基础，可激发实习护理生的学习动机与兴趣，继而引导实习护理生掌握神经内科护理方法，对于增强实习护理生护理技能大有裨益。该文选取该院2018年1月—2019年6月神经内科实习护理生48名作为该次研究对象，对比常规教学与PBL教学法分别应用在神经内科临床护理带教中的效果，现报道如下。

1  资料与方法

1.1  一般资料

选取该院神经内科实习护理生48名作为该次研究对象，随机分为对照组（24名）与实验组（24名）。……