International Journal of Nursing Research

Objective The effect of the application of hierarchical teaching mode in clinical teaching of laboratory medicine was explored. Methods Ninety interns in laboratory specialty March 2019 to March 2022 were selected as research objects in our hospital, and were divided into control group (45 cases, conventional "unified" teaching) and study group (45 cases, hierarchical teaching) according to the randomized numerical table method. The theoretical examination results, operation skills scores, clinical thinking ability scores, rate of post and teaching satisfaction of the two groups of interns after teaching were compared. Results The theoretical examination results of the study group were higher than those of the control group (P<0.05); the operation skills scores and clinical thinking ability scores of the study group were higher than those of the control group (P<0.05) the competence rate of post and teaching satisfaction of the study group were higher than those of the control group (P<0.05). Conclusion The application of teaching mode in the teaching of laboratory medicine can match the learning needs of interns with different basic skills, significantly improve their theoretical mastery, operation ability and clinical thinking, and improve their competence and teaching satisfaction, which has important clinical teaching value.

Hierarchical teaching; Clinical laboratory; Clinical teaching; Job competency; Teaching satisfaction