| objective: By comparing the objective structured practice teaching training method based on objective structured clinical examination(OSCE)mode with conventional practice teaching training method,this paper discusses the application effect of objective structured practice teaching training in the practice teaching of community nursing for nursing undergraduates in colleges and universities.Methods:Grouping method: 283 full-time undergraduate nursing students of grade 2018 in6 classes were selected as the research objects of this study.A simple random grouping was conducted with classes as the unit,and 3 classes were randomly selected as the control group and 3 classes as the experimental group.According to the requirements of the teaching syllabus,chapter 3 community health management,Chapter 4 community health education and health promotion,Chapter 7family-centered nursing,and Chapter 12 community rehabilitation nursing are the practical teaching contents of "Community Nursing".Teaching and training methods: The control group carried out routine practice teaching training,that is,each chapter of the independent case independent teaching,teachers explain,teachers demonstrate,students practice teaching training.The experimental group carried out objective structured practice teaching training,that is,the practice teaching content was designed into three sites,and a case was carried out through three sites for site-style practice teaching training.After the training,the two groups of students were compared in the theoretical assessment results,practical assessment results and comprehensive results of the training content of 4 chapters.The critical thinking ability of the two groups was compared by CCTDI-CV before and after training.The survey compared the training satisfaction of the two groups of students.Statistical methods: SPSS24.0 was used to analyze the data.Frequency and percentage were used to describe the count data.The results were expressed as [ n(%)].The measurement data were first Normality test to check whether the data obeyed the normal distribution.The data obeying the normal distribution were described and compared between groups by independent sample t-test,paired t-test and one-sample t-test were used for intra-group comparison,median and quartile were used for description of non-normal distribution data,and nonparametric test was used for inter-group comparison,with(P<0.05)as statistical significance.Results:(1)The basic data of the two groups of students,such as sex,nationality,place of origin,religious belief,average age,average score of admission,average score of each subject in the last semester,were analyzed statistically,the results showed that there was no significant difference between the two groups in terms of sex,nationality,place of origin and religious belief(p > 0.05),The average age of the control group was(21.24±0.73)years old,the average score of admission was(590.10±59.69),the average score of each department was(77.69.6.15)in the last semester.The average age of the experimental group was(21.26±0.87)years old,the average score of admission was(578.81±435.02),there was no significant difference between the two groups(p > 0.05)in the average score of each subject(76.92±5.99).(2)after the training,the scores of the two groups were compared,the score of the experimental group was 70(64-74),the score of the control group was 67(63-72),and the score of the experimental group was higher than that of the control group.The difference between the two groups was statistically significant(P<0.05).(3)after the training,the scores of the two groups were compared.The scores of the experimental group and the control group were 94(93-95)and 90(87-93)respectively.The experimental group was higher than the Control Group,there was significant difference between groups(P<0.05).(4)after the training,the comprehensive scores of the two groups were compared,76(72.2-79.4)in the experimental group and 73.8(71.1-78.1)in the control group,the experimental group was higher than the control group,the difference between the two groups was statistically significant(P<0.05).(5)after the training,the satisfaction rate of the experimental group was 80.6%,the control group was 70.2%,the experimental group was higher than the control group,the difference was statistically significant(P<0.05).(6)before and after the practice teaching training,the total score of the experimental group(266.25 ± 44.57)was higher than that of the Control Group(262.02 ± 28.79)(P>0.05).After the practice teaching training,the total score of the experimental group(286.97 ± 43.96)was higher than that before the practice teaching training(266.25 ± 44.57),the difference was statistically significant(P<0.05);the total score of the Control Group(268.98 ± 29.71)was higher than that before the practice teaching training(262.02 ± 28.79),the total score of the experimental group(286.97 ± 43.96)was higher than that of the Control Group(268.98 ± 29.71),the difference was statistically significant(P<0.05),at the same time,the scores of open mind,truth-seeking,analytical ability,systematization ability,self-confidence,curiosity and cognitive maturity of the experimental group were all higher than those of the Control Group(P<0.05).Conclusion:(1)OSCE model can effectively improve students’ theoretical,practical and comprehensive scores in the practice teaching of Community Nursing for undergraduates.(2)the objective and structured training based on OSCE model can improve the training effect of the practical teaching of community nursing for undergraduates in colleges and universities,relative to the conventional practice teaching training mode is more conducive to improve students’ critical thinking ability.It can provide reference for nursing practice teaching and training of undergraduates in colleges and universities. |
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