The effect of micro-lesson + PBL teaching method on clinical nursing teaching in general surgery and its impact on autonomous learning ability
微课+PBL教学法在普外科临床护理教学中的效果及对自主学习能力的影响

摘要

目的 探究微课+PBL教学法在普外科临床护理教学上的应用积极性。方法 纳入2023年1月-2025年6月教学的60例普外科见习生为研究对象，按随机抽签法分为对照组、观察组，每组30例，对照组采取传统教学法，观察组引入新型教学方法，即微课+PBL教学法，对比教学差异。结果 比对照组，观察组的理论知识、操作能力、案例分析、团队合作等得分均更高，其干预后的自主学习能力得分也更高（P<0.05），观察组的教学满意度更高（P<0.05）。结论 微课+PBL教学法不仅可以显著提高普外科护理见习生的综合成绩，还可以显著增强见习生的自主学习能力，获得更高的教学满意度评价。

Abstract

Objective To explore the application effect of micro-lesson + PBL teaching method in clinical nursing teaching of general surgery.
Methods Sixty general surgery interns from January 2023 to June 2025 were included as the research subjects and randomly divided into the control group and the observation group, with 30 cases in each group. The control group was taught with traditional teaching methods, while the observation group was taught with the new teaching method, namely micro-lesson + PBL teaching method. The teaching differences were compared.
Results Compared with the control group, the observation group had higher scores in theoretical knowledge, operational ability, case analysis, and teamwork (P < 0.05), and the score of autonomous learning ability after intervention was also higher (P < 0.05). The teaching satisfaction of the observation group was higher (P < 0.05).
Conclusion   The micro-lesson + PBL teaching method can not only significantly improve the comprehensive performance of general surgery nursing interns but also significantly enhance their autonomous learning ability and receive higher teaching satisfaction evaluations.