Evaluation Of The Effect For Synchronous Practice Teaching Mode Of Basic Nursing Science In A Nursing School In Siping City

ObjectiveThis study of Siping in recent years, health care Health School of Nursing "basic nursing" Practical Skills traditional teaching model research, practice teaching mode synchronous contrast, can learn to provide for the training of nursing practice teaching mode ability of students to make moderate school health nursing teaching mode to adapt clinical care and community care needs. Methods1.In this study, a review of domestic and international databases, such as: CNKI, Wanfang database, Pub Med, ect. Widely consulted with nursing practice related to teaching literature, this study provides a theoretical and carry out method basis.2. Siping City Schools 2012 medical and health care professional four classes, a total of 210 students for the study, using the group control method.3. The questionnaire, drawn Siping nursing care Medical School 2012 First, second class 105 students and 2,012 nursing three, four classes of 105 students to do controlled studies. Questionnaire were: questionnaire a "nursing students basic nursing practice teaching quality satisfaction survey"; Questionnaire II "graduation internships with a teacher on the 2012 student nurses satisfaction survey"4. Use Epidata3.0 establish a database, data entry using the double entry method using SPSS18.0 for data processing, the two groups were compared using t-test process; to test the level of α = 0.05 to determine whether there are statistically significant. Results1.2012 newly admitted nursing students general information, girls significantly more than boys, ages between 16-25 years of age focused on most of the majority in order to graduate from high school. Test group and control group in terms of gender(χ2=0.24,P=0.622) and age(t=1.83,P=0.068) difference is not statistically significant.2.2012 experimental group after group of classes of theory and teaching model innovation performance, operating results were significantly higher than the control group teaching in 2012 by the traditional teaching model theory scores three classes and four classes, operating results, the differences were statistically significance(P<0.001).3. The statistical analysis: the experimental group and the control group of students to teachers in teaching attitude, the difference was statistically significant(t=14.73,P<0.001); in the learning process, students compare the teaching aspect of the implementation of the difference was statistically significance(t=16.56, P<0.001); compare high school students in the learning process of teaching effectiveness, the difference was statistically significant(t=18.75, P=0.009).4. The statistical analysis: a questionnaire experimental group and control group comparing the results obtained professional mentality(?2=0.491, P=0.484), health education capacity(?2=0.921,P=0.337)difference was not statistically significance. Questionnaire II experimental group and control group comparison results obtained: synchronous mode and practice teaching traditional skills enhance students’ teaching mode in nursing skills to operate normative(?2=19.586,P<0.001)and proficiency(?2=16.507,P<0.001), the ability to integrate theory with practice(?2=7.941, P=0.005) and the difference was statistically significant. The emergency response capability(?2=0.199,P=0.655), professional knowledge to answer capability(?2=2.792,P=0.095), creative ability(?2=3.074,P=0.080), use of new technology capabilities(?2=0.918,P=0.338), observation capabilities(?2=2.271, P=0.132), the ability to perform a clinical(?2=0.653, P=0.419), differences in nursing thinking ability to judge(?2=2.526, P=0.112)was not statistically significant. Conclusion1. The present study shows that synchronous teaching method can significantly improve the practice of nursing students theoretical results, operating performance and professional qualification examinations.2. synchronous teaching method can improve the normative practice and proficiency of nursing students nursing theory with practical ability and the ability to observe the condition.3. synchronous teaching method can significantly improve the practice of 2012 nursing students to teachers to implement teaching evaluation satisfaction.4. Synchronous Teaching practice is not able to significantly improve the ability of nursing students in health education, emergency response capability, innovation, use of new knowledge, thinking skills nursing judgment, perform a clinical capabilities.