| Abstract |
Objective: To explore the application effect of timely teaching method in clinical nursing teaching in intensive care unit (ICU). Methods: nursing students who practiced in ICU of our hospital from October 2019 to June 2021 were selected as the research object. According to different nursing teaching methods, 92 nursing students were divided into two groups, 46 in each group. The control group was taught by traditional ICU clinical teaching method, and the observation group was taught by timely teaching method. Both groups continued teaching for 6 weeks. The learning efficiency, autonomous learning ability, academic achievement, qualification rate of specialized skills and satisfaction of the two groups were compared. Results: the learning efficiency of the observation group was better than that of the control group (P < 0.05); The self-management ability [(84.86 ± 6.19) points], learning cooperation ability [(80.17 ± 4.92) points], learning motivation [(83.45 ± 5.82) points] and comprehensive score [(83.05 ± 4.82) points] in the observation group were significantly higher than those in the control group [(76.72 ± 5.85), (72.57 ± 4.49), (75.39 ± 4.60), (75.11 ± 4.13) points] (P < 0.05); The scores of theoretical knowledge [(90.11 ± 5.60) points], operational skills [(82.86 ± 5.15) points] and comprehensive scores [(85.92 ± 5.34) points] in the observation group were higher than those in the control group [(79.83 ± 4.65), (75.79 ± 4.43), (76.87 ± 4.45)], and the differences were statistically significant (P < 0.05); The scores of teaching methods [(19.24 ± 0.35) points], professional quality of teachers [(18.82 ± 0.45) points], ability to manage patients [(19.45 ± 0.42) points], safeguarding students interests [(18.88 ± 0.46) points] and teaching effect [(18.83 ± 0.42) points] in the observation group were higher than those in the control group [(16.25 ± 1.82), (15.65 ± 1.32), (16.62 ± 0.93), (15.59 ± 0.77), (15.48 ± 0.69)], The difference was statistically significant (P < 0.05); The qualified rate of specialized skills in the observation group (84.78%) was higher than that in the control group (63.04%), and the difference was statistically significant (P < 0.05). Conclusion: the timely teaching method has a good application effect in the clinical nursing teaching in ICU. It can effectively improve the learning efficiency and autonomous learning ability of nursing students, and then improve the academic achievement and qualification rate of specialized skills, and the satisfaction of nursing students is higher.
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