| Objectives:This study aims to change the traditional experiment teaching method to an approach combining problem-based learning (PBL) with scenario simulation through the reforming obstetrics and gynecological nursing experiment teaching methods. It also makes a comparison between the different effects of these two kinds of teaching methods and an analysis of their impacts on students’ test scores and experiment results, critical thinking ability, communication skills and attitude.Methods:In this study,178 nursing juniors from a four-year medical college in Shandong are chosen as experiment subjects. In experiment courses, students are divided into 10 study groups, randomly selecting 5 groups as the experiment group, and the remaining 5 groups as the control group. PBL and scenario simulation teaching methods are applied to the experiment group and the control group respectively in obstetrics and gynecology nursing experiment teaching. Subsequent to classroom teaching, data are collected by giving theoretical and experiment tests, distributing questionnaires and holding discussions. Finally, the scores of theory and experiment examinations as well as the questionnaire results are subjected to SPSS13.0 for a statistical analysis. Analysis methods mainly include descriptive statistics, chi square test, t test and rank sum test.Three types of questionnaires are used in the process of data collection respectively:the experiment teaching effect evaluation scale designed by the author herself, the critical thinking disposition inventory (CTDI-CV) and the communication skills attitude scale (Ch-CSAS).The experiment teaching effect evaluation scale established 5 first-level targets, including:communication and team cooperation ability, classroom attraction, promotion of active learning, knowledge, teaching satisfaction. Each first-level target comprises a secondary-level target, totaling 20 entries. Data processing and statistical analysis after a preliminary survey showed the Krone Bach alpha coefficient of the questionnaire was 0.813, indicating adequate internal consistency.Systematizing capabilities, open-mindedness, truth-seeking, analytical ability, cognitive maturity, and confidence and curiosity of critical thinking constitute the seven aspects of the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV),70 items in sum. The Krone Bach alpha coefficient of the critical thinking disposition inventory was 0.9, and The Krone Bach alpha coefficient of the said 7 dispositions was 0.54—0.77, showing a fairly high internal consistency.[1]Medical students’ communication skills and attitude scale (Nursing Students Edition) was chosen for the communication attitude scale, which was published by professor Rees et al with the Medical Education Center of Dundee University in 2002 and was translated, back-translated and revised by Ren Peishu in 2012. The Krone Bach alpha coefficient of this scale was 0.841 with good internal consistency and good construct validity.Results:1. Experiment examination scores compared:Scores of the experiment group are higher than those of the control group, the difference being statistically significant (t=2.483, P<0.05), wherein the experiment group scored higher than the control group in the nurse-patient communication part, the difference being statistically significant (t=3.370, P<0.05). The two groups’ scores showed no statistically significant difference in the part of experiment operational techniques (t=1.439,P>0.05).2. Theoretical examination results compared:there was no significant difference in total scores of two groups of students (t=0.104,P>0.05).3. Scores from the experiment teaching effect evaluation scale in comparison:A comparison of the two groups’total scores in the five first-level targets showed that the experiment group scored higher than the control group in the following three first-level targets respectively, the difference being statistically significant: communication and teamwork skills (t=5.690, P<0.05), class attraction (t=6.035, P<0.05), promotion of active learning (t=7.679,P<0.05). The two groups showed no statistically significant differences in knowledge (t=0.624,P>0.05) and teaching satisfaction (t=0.718,P>0.05).4. As far as critical thinking dispositions are concerned, the experiment group’s total score is higher than that of the control group in the CTDI-CV Scale, the difference being statistically significant (t=4.288, P<0.05). Of the seven subscales, the experiment group’s scores in four showed statistically significant difference from those of the control group, i.e. truth seeking (t=2.106, P<0.05), open-mindedness (t=2.582, P<0.05) and analytical capabilities (t=2.850,P<0.05), curiosity (t=3.151, P<0.05). No statistically significant difference between the two groups’scores was observed in the remaining three subscales:the systematizing capabilities (t=0.170, P>0.05) and confidence (t=1.061,P>0.05), the cognitive maturity (t=1.556,P>0.05).5. Communication attitude scale evaluation:The experiment group scored much higher than the control group on the positive attitude scale, the difference being statistically significant (t=10.885, P<0.05). On the negative attitude scale, scores of the experiment group were lower than those of the control group, the difference being statistically significant (t=8.966, P<0.05). Results indicated that the experiment group showed more positive communication attitudes and less negative communication attitudes than the control group, with the former superior to the latter in terms of communication attitudes and capabilities.Conclusion:A PBL-based scenario simulation teaching approach is more adaptable to the present developments of medical model and requirements of clinical medicine than the traditional teaching methods. This approach can effectively boost the students’ satisfaction with experiment teaching, improve their communication attitudes and skills, cultivate their organizational capabilities and teamwork spirit and stimulate their curiosity and desire to explore. It can also enhance students’ learning motivation, assist them to study independently and encourage critical thinking in them. |
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