| Objective1.Establish an effective transition link between online and bedside,and gradually build a "online-simulation-bedside" combination of operating room teaching mode,to provide new ideas and reference for the teaching of operating room nursing students.2.To explore the application effect of online-simulation-bedside three-step teaching method in nursing students in operating room.MethodsA total of 63 full-time undergraduate nursing students in the operating room of a tertiary hospital in Henan Province in September 2021 and October 2021 were selected as the research objects and divided into the control group and the observation group.The clinical nursing students enrolled in September 2021 were taken as the control group,and the traditional teaching mode based on clinical one-to-one-area teaching supplemented by online learning was adopted.The clinical nursing students enrolled in October 2021 were taken as the observation group,and the three-step teaching mode of "online-simulation-bedside " was adopted.In other words,the nursing students first learned the relevant theoretical knowledge online,and then simulated the relevant knowledge,and finally entered the teaching method of clinical practice.The teaching contents of the two groups of nursing students were consistent,which were carried out according to the requirements of the teaching syllabus of the operating room nursing students.The scores of related theories and skills of the two groups of nursing students in the operating room at the time of leaving the department,one month and three months after leaving the department were compared.The scores of general self-efficacy and stress perception of nursing students in the two groups were compared when entering and leaving the department,and teaching evaluation scores at the time of leaving the department were compared between the two groups.SPSS26.0 software was used to process the data,and the mean±standard deviation,rate and composition ratio were used for general statistical description.Two independent sample t test,paired t test and repeated measurement analysis of variance were used to compare the difference of the application effect between the online-simulation-bedside three-step teaching method and the traditional teaching method in the clinical teaching of operating room nursing students.Results1.The age of nursing students in the control group was(22.13±0.78)years old,and that in the observation group was(22.17±0.75)years old,there were 3 boys and 28 girls in the control group,5 boys and 27 girls in the observation group,there was no significant difference in age,gender,school origin and class cadre between the two groups(P>0.05).The theoretical scores of the two groups of nursing students were compared when entering the department,the scores of the control group were(73.61±2.92)and the observation group was(75.09±3.04),and the difference was not statistically significant(t=-1.97,P>0.05);The general self-efficacy of nursing students was compared between the two groups when entering the department,the score of the control group was(1.75±0.12)and that of the observation group was(1.74±0.12),and the difference was not statistically significant(t=0.47.P>0.05);The stress perception of the two groups of nursing students was compared when entering the department,the score of the control group was(34.48±1.15)and the score of the observation group was(34.63±1.31),and the difference was not statistically significant(t=-0.45,P>0.05).2.At the time of leaving the department,the theoretical scores of nursing students in the two groups were(87.39±3.16)points in the control group and(90.97±3.91)points in the observation group,and the difference was statistically significant(P<0.05).The theoretical scores of the control group and the observation group at different time points at the time of leaving the department,one month and three months after leaving the department were statistically significant in time effect(F=468.56,P<0.001),between-group effect(F=15.32,P<0.001)and interaction effect(F=8.11,P<0.001).3.At the time of leaving the department,the OSCE test results of nursing students in the two groups were as follows:"tripartite verification" site,control group(88.10±3.06)points,observation group(91.16±2.11)points,"position placement" site,control group(88.87±2.75)points,observation group(92.50±2.72)points,"aseptic technology" site,control group(92.65±2.65)points,observation group(95.03±2.22)points,"intraoperative first aid" site,control group(90.29±2.48)points,observation group(92.91 ±3.50)points,the differences were statistically significant(P<0.05).At the different time points of leaving the department,one month and three months after leaving the department,the time effect(F=1789.49,P<0.001),between-group effect effect(F=28.55,P<0.001)and interaction effect(F=50.31,P<0.001)were statistically significant in the control group and observation group in the"tripartite verification"site;The time effect(F=1760.779,P<0.001),between-group effect(F=44.52,P<0.001)and interaction effect(F=74.84,P<0.001)were statistically significant in the"position placement" site;The time effect(F=-1302.30,P<0.001),between-group effect(F=26.77,P<0.001)and interaction effect(F=176.54,P<0.001)were statistically significant in the "aseptic technique" site.The time effect(F=1850.16,P<0.001),between-group effect(F=21.59,P<0.001)and interaction effect(F=112.87,P<0.001)were statistically significant in the "intraoperative first aid" site.4.The general self-efficacy score at the time of leaving the department was(2.01±0.20)in the control group and(2.99±0.27)in the observation group,and the difference was statistically significant(t=-16.45,P<0.05).5.The stress perception score at the time of leaving the department was(32.32±2.02)in the control group and(25.72±2.53)in the observation group,the difference was statistically significant(t=11.42,P<0.05).6.The teaching evaluation score at the time of leaving the department was(11.53±3.08)points in the control group and(16.60±3.39)points in the observation group,and the difference was statistically significant(t=-6.06,P<0.05).Conclusion1.The "online-simulation-bedside" three-step teaching method integrates the three teaching methods,takes their respective advantages,makes full use of modern science and technology and information technology,exerts its advantages,and promotes the improvement of teaching quality of nursing students in operating room.2.The "online-simulation-bedside" three-step teaching method enhances the confidence and enthusiasm of nursing students reduces their psychological pressure and improves the teaching effect,which is the innovation and progress of teaching methods. |
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