目的 探究基于知识图谱的高仿真模拟教学在“急危重症护理学”中的应用效果。方法 选取2020级护理学本科生为研究对象,随机抽取1个班为对照组（35名）,采用常规教学方案;1个班为观察组（39名）,使用“急危重症护理学”知识图谱开展高仿真模拟。课程结束后比较2组自主学习能力,使用教学效果评价问卷及质性访谈了解教学效果及体验。结果 观察组与对照组自主学习能力得分均高于教学前（P<0.001,P<0.05）;组间得分比较差异无统计学意义（P>0.05）。观察组77%的护生认为使用知识图谱能够“形成思考问题、解决问题的模式”、69%护生认为“有助于临床思维的培养”。观察组师生对知识图谱及该教学方案表示满意。结论 知识图谱与高仿真模拟结合有助于激发护生学习兴趣,提升综合能力,培养临床思维,为护理教育智能化转型提供参考。
Abstract
Objective To explore the teaching effect of high-fidelity scenario simulation teaching based on knowledge graph in Emergency and Critical Care Nursing. Methods Nursing undergraduates in grade 2020 were selected. One class was randomly assigned as control group (35 students) and received conventional teaching. Another class was designated as experimental group (39 students) and participated in high-fidelity scenario simulation teaching using the knowledge graph in "Emergency and Critical Care Nursing". At the end of the course, autonomous learning ability in the two groups were compared. Teaching effectiveness questionnaire and qualitative interview were used to assess teaching effectiveness and students’ experience. Results The score of autonomous learning ability in the two groups were higher than that before the teaching (P<0.001, P<0.05). There was no statistical significance in the score between the two groups (P>0.05). In the experimental group, 77% of the students believed that the knowledge graph help "form patterns of thinking and problem-solving," and 69% thought knowledge graph was "beneficial for cultivating clinical thinking". Both teachers and students in the experimental group were satisfied with knowledge graph and the teaching plan. Conclusion The combination of knowledge graph and high-fidelity scenario simulation teaching can stimulate nursing students' interest, enhance their comprehensive competency, cultivate clinical thinking, and serve as reference for the intelligent transformation in nursing education.
关键词
知识图谱 /
问题图谱 /
急危重症护理学 /
高仿真模拟教学
Key words
knowledge graph /
problem graph /
Emergency and Critical Care Nursing /
high-fidelity scenario simulation teaching
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基金
中华医学会医学教育分会和全国医学教育发展中心2023年度医学教育研究课题（2023A19）; 广东省本科高校教学质量与教学改革工程项目
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