Altern Ther Health Med. 2024 Jan;30(1):282-288.
To evaluate the effectiveness of using a combination of problem-based learning (PBL) and role-playing methods in geriatric nursing education through online networks.
The research objects of this paper were selected from nursing students, and the number of participants was 200. The research objects were selected from March 2019 to September 2021. The learning situation and related data of the above students were retrospectively analyzed. According to the teaching methods, the students were divided into groups. The students who received traditional teaching methods were included in the control group, with a total of 100 participants. The students who received network-based PBL mode combined with role-playing teaching were included in the observation group, with a total of 100 participants. The assessment results and learning effect evaluation of the two groups of students were compared, and the level of learning engagement and changes in critical thinking between the groups were compared.
The scores of basic theoretical knowledge, clinical practice skills, and clinical case analysis of students in the observation group were higher than those of the control group (P < .001). The evaluation index of nursing students' learning effects was analyzed. The proportions of enhancing teacher-student interaction, improving team cooperation ability, improving autonomous learning ability and learning interest, improving analysis and problem-solving ability, improving theory combined with practice ability, improving communication and expression ability, improving work self-confidence, improving knowledge and vision, improving literature retrieval and evaluation ability in the observation group were higher than that in the control group (P < .001). After the teaching work, the overall learning input score, cognitive input score, behavior input score, emotional input score, learning harvest score, and learning satisfaction score of students in the observation group were higher than those of the control group (P < .001). After teaching, the scores of finding the truth, open mind, analytical ability, systematic ability, critical thinking self-confidence, curiosity and cognitive maturity of the students in the observation group were higher than those in the control group (P < .001).
The combined application of network-based PBL mode and role-playing method can significantly improve the teaching effects of geriatric nursing, with popularization value.
通过网络评价基于问题的学习（PBL）和角色扮演方法在老年护理教育中联合应用的效果。
本研究的对象选择护理专业学生，共 200 名，研究对象选取时间为 2019 年 3 月至 2021 年 9 月，回顾性分析以上学生的学习情况及相关数据，根据教学方法将学生分组，接受传统教学方法的学生纳入对照组，共 100 名，接受网络 PBL 模式联合角色扮演教学的学生纳入观察组，共 100 名，对比两组学生的评估结果和学习效果评价，对比两组学生学习投入度水平和批判性思维变化。
观察组学生的基础理论知识、临床实践技能、临床病例分析等评分均高于对照组（P＜0.001）。分析护理学生学习效果评价指标，观察组增强师生互动、提高团队合作能力、提高自主学习能力和学习兴趣、提高分析和解决问题能力、提高理论结合实践能力、提高沟通和表达能力、提高工作自信心、提高知识视野、提高文献检索和评价能力的比例均高于对照组（P＜0.001）。教学工作后，观察组学生的整体学习投入、认知投入、行为投入、情感投入、学习收获、学习满意度评分均高于对照组（P＜0.001）。教学后，观察组学生发现真相、虚心、分析能力、系统能力、批判性思维自信、好奇心和认知成熟度的评分均高于对照组（P＜0.001）。
网络 PBL 模式联合角色扮演方法的综合应用能显著提高老年护理的教学效果，具有推广价值。
