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目的:讨论TBL模式在“急重症护理”教学中的应用效果及体会。方法:选择我校2012级的100名护生作为研究对象,按照教学方式的不同将其分为对照组和观察组,每组各50名,观察组使用TBL教学方式进行教学,对照组使用常规的教学方式。在教学接结束以后护生对具体的教学模式进行反馈评价。结果:观察组的教学效果以及满意度明显优于对照组,两组之间存在显著差异,p<0.05,有统计学意义,教师和学生都比较认可TBL教学模式。结论:在实际的急重症护理教学中,使用TBL教学模式能够有效的保证教学质量,实现对护生综合能力的培养,同时还能锻炼其解决问题的能力,促进教师整体素质的提升。
Objective: To discuss the application effect and experience of TBL model in the teaching of acute critical care. Methods: 100 nursing students of our school were selected as the research object. According to the different teaching methods, they were divided into control group and observation group, each group had 50 students. The observation group was given TBL teaching method while the control group used routine The way of teaching After the teaching is over, the nursing students feedback the specific teaching mode. Results: The teaching effect and satisfaction of the observation group were significantly better than that of the control group, there was a significant difference between the two groups, p <0.05, statistically significant, teachers and students are more recognized TBL teaching model. Conclusion: In practical teaching of critical care, the use of TBL teaching mode can effectively guarantee the quality of teaching, to achieve the comprehensive ability of nursing students, but also exercise their ability to solve problems and promote the overall quality of teachers.