Study On Application Of Seminar Teaching Methodin Clinical Probation Teaching Of Nursing Undergraduates

Objective:The purpose of this study is to explore the application and effect of Seminar teaching method in clinical probation teaching of nursing undergraduates, and to provide reference for it.Methods:270nursing undergraduates were divided into experimental group and control group, one group had135students. All students were determined general information, team spirit, clinical communication ability and critical thinking ability assessment before probation. Experimental group used traditional teaching method combined with Seminar teaching method for nine weeks. Control group used traditional teaching method. After probation two groups were determined team spirit, clinical communication ability and the critical thinking skills.The study instruments include general situation questionnaire, team cohesion questionnaire, clinical communication skills assessment scale and CTDI-CV.The data were processed by SPSS software package(version11.5). Statistical methods included Chi-Square test, t-test.Results:1. Comparison of two groups’general information before probationGeneral information of experimental group and control group had no statistically significant difference (P>0.05) before intervention.(Including age, gender, mean score of all courses before probation, etc). 2. Comparison of two groups’team spirit after probationExperimental group’s scores of warmth and self-discipline were higher than control group’s (P<0.05), and scores of ownership, value and total scores of team cohesion were significantly higher than control group’s (P<0.01).3. Comparison of experimental group’s team spirit before and after probationExperimental group’s scores of self-discipline, warmth, ownership, value and total scores of team cohesion were significantly higher than before probation (P<0.01).4. Comparison of two groups’clinical communication ability after probationExperimental group’s scores of listening keenly and transmitting effective information were higher than control group’s (P<0.05), and scores of building harmonious relationship, identifying patients’problem and total scores of clinical communication ability were significantly higher than control group’s (P<0.01), there were no statistically significant differences between two groups’scores of participation and confirming experience(P>0.05).5. Comparison of experimental group’s clinical communication ability before and after probationExperimental group’s scores of listening keenly and transmitting effective information after probation were higher than before probation (P<0.05), and scores of building harmonious relationship, identifying patients’problem and total scores of clinical communication ability after probation were significantly higher than before probation (P<0.01), there were no statistically significant differences between two groups’participation and confirming experience(P>0.05).6. Comparison of two groups’critical thinking ability after probationExperimental group’s scores of searching for the truth, systematic ability, thirst for knowledge and cognitive maturity were higher than control group’s (P<0.05), and scores of opening thought, analysis ability, self-confidence and total scores of critical thinking ability were significantly higher than control group’s (P<0.01), but all students’searching for the truth and systematic ability perform medium after probation (<40points).7. Comparison of experimental group’s ability before and after probationExperimental group’s scores of self-confidence and thirst for knowledge after probation were higher than before probation (P<0.05), and scores of searching for the truth, opening thought, analysis ability, systematic ability and cognitive maturity of total scores of critical thinking ability after probation were significantly higher than before probation (P<0.01), but students’searching for the truth and systematic ability perform medium before and after probation (<40points).Conclusions:1. Seminar teaching method can promote the development of undergraduate nursing students’team spirit, clinical communication ability and critical thinking ability.2. Seminar teaching method has no obviously stimulative effect on participation and confirming experience of clinical communication ability.3. Although Seminar teaching method has a little stimulative effect on searching for the truth, systematic ability of undergraduate nursing students, but the two qualities of undergraduate nursing students are medium.