Application of PBL combined with clinical pathway teaching to enhance clinical teaching quality in multiple dimensions: a case study of neurology nursing
PBL联合CP教学法多维度提高临床教学质量的应用——以神经内科护理为例

摘要

本研究旨在探讨PBL联合CP教学法多维度提高临床教学质量的应用效果。方法：选取2024年3月--12月期间在宝应县人民医院神经内科实习的60名护士作为研究对象，采用分类分组和随机分组的进行分组，分为传统教学组和PBL联合临床路径教学组，每组为30人，对比两组研究对象的各项观察指标的差异性。结果显示，在这项研究中，研究组与对照组相比在理论基础、操作技能以及对教学成效的评估上表现更佳，这些差异在统计学上具有显著性（p＜ 0.05）。因此，通过应用PBL联合CP教学法模式，可提高神经内科护理实习生的理论知识、临床操作能力及学生对教学的满意度等。这种方法能多维度提高临床护理的教学质量。

Abstract

This study aims to explore the application effectiveness of PBL combined with clinical pathway teaching in enhancing clinical teaching quality across multiple dimensions.
Methods: Sixty nurses undergoing internship in the Department of Neurology at Baoying County People's Hospital from March to December 2024 were enrolled. Participants were grouped using a combination of classification and random assignment into a traditional teaching group and a PBL combined with clinical pathway teaching group, each comprising 30 individuals. Differences in observed indicators between the two groups were compared.
Results indicated that the intervention group demonstrated superior performance compared to the control group in theoretical knowledge, practical skills, and teaching effectiveness evaluations, with statistically significant differences (p < 0.05). Thus, the PBL combined with clinical pathway teaching model effectively enhances nursing interns' theoretical knowledge, clinical operational capabilities, and teaching satisfaction in neurology. This approach multidimensionally improves clinical nursing education quality.