目的：分析手术室护理带教中参与式教学的应用价值及效果，为临床实践提供理论依据。方法：选取2019年1月~2020年12月68例手术室护理实习生为对象，分为参照组34例与研究组34例，参照组实施常规教学，研究组实施参与式教学，对比考试成绩、综合能力、满意度，使用统计学软件对比分析。结果：对于理论成绩、实践成绩，研究组更高，与参照组比较，差异P < 0.05，有统计学意义。对于学习积极性、满意评分，研究组均更优(P < 0.05)。研究组学习兴趣评分、识记能力评分、知识理解评分、分析能力评分均高于参照组，P < 0.05。研究组满意度明显高于参照组，差异P < 0.05，有统计学意义。结论：手术室护理实习生采用参与式教学，有效提高学习成绩，改善学习积极性，并提高教学质量，培养学生综合能力，得到满意评价，应用效果显著。
Objective: To analyze the application
value and effect of participatory teaching in nursing teaching in the operating
room, and to provide a theoretical basis for clinical practice. Methods: 68
nursing interns in the operating room were
taken as the object. The study time was from January 2020 to December 2020.
They were divided into a reference group of 34 cases and a study group of 34
cases. The reference group carried out routine teaching and the research group
carried out participatory teaching to compare the application effects. Results:
For theoretical and practical performance, the study group was higher, compared
with the reference group, the difference was P < 0.05, which was statistically significant. For study motivation and satisfaction scores, the study group was better (P < 0.05). The study group’s learning interest score, memorization score, knowledge understanding score, and analytical ability score were all higher than those of the reference group, P < 0.05. The satisfaction degree of the study group was significantly higher than that of the reference group, the difference was P < 0.05, which was statistically significant. Conclusion: Nursing interns in the operating room adopt participatory teaching, which can effectively improve academic performance, improve learning enthusiasm, and improve teaching quality, cultivate students’ comprehensive ability, obtain satisfactory evaluation, and have significant application effects.
Gliga, L., Lynch, I., Preble, R. and Greilich, P. (2020) Application of a Participatory Ergonomic Ap-proach for Scaling Handoff Redesign: A Pilot Feasibility Study. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care, 9, 283-288. https://doi.org/10.1177%2F2327857920091016
Shaynoga, S. and Kharitonova, A. (2019) Application of Task Repetition Method for Correction and As-sessment Purposes in Teaching an Esp Course: A Case Study of Bauman Moscow State University. 12th annual Inter-national Conference of Education, Research and Innovation, Seville, 11-13 November 2019, 3426-3430.
https://doi.org/10.21125/iceri.2019.0875
Healey, M., Cook-Sather, A. and Matthews, K.E. (2021) Recognizing Students’ Expertise and Insights in Expanding Forms of Academic Writing and Publishing about Learning and Teaching. International Journal for Students as Partners, 5, 1-7. https://doi.org/10.15173/ijsap.v5i1.4626
