Journal of Advances in Clinical Nursing

Objective: To explore the significance of combining target teaching mode and PBL teaching method in emergency nursing teaching. Methods: the subjects were 30 junior nurses who worked in the emergency department of the hospital from May 2020 to may 2022. They were randomly divided into two groups. 15 junior nurses were set as the control group, using the traditional teaching mode, and the other group as the observation group. The number of junior nurses between the groups was 15. The target teaching mode and PBL teaching mode were used to compare the differences in teaching satisfaction and teaching effect between the groups. Results: The scores of teaching management, teaching attitude, professional level and professional guidance in the observation group were higher than those in the control group, and the differences were significant (P < 0.05) (t=6.355, 5.125, 4.436, 4.008). The scores of learning enthusiasm and initiative, analysis and problem-solving ability, thinking ability, theory assessment, skills assessment and comprehensive ability assessment in the observation group were higher than those in the control group, and the differences between the groups were significant (P < 0.05) (t=3.698, 3.683, 4.716, 3.461, 4.863, 3.591). Conclusion: the combination of goal teaching and PBL teaching can effectively improve the mastery of first aid knowledge and skills of junior nurses, and increase their satisfaction with the teaching mode, which is conducive to improving the teaching effect.

Emergency Nursing; Target Teaching; PBL Teaching; Teaching Effect; Teaching Satisfaction