递进式动态情景教学在“内科护理学”教学中的应用

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中图分类号：G642. 4 文献标志码：A 文章编号：2096-3181（2025）03-0453-07

Application of Progressive Dynamic Scenario Teaching in the Course of “Internal Medical Nursing

LI Xiaomang1，YANG Jie1，LIAO Jun1，LI Huimin1，ZHAO Hong2，GAO Yan1

1. School of Nursing， Guilin Medical University， Guilin ， China;

2. School of Chuanshan， University of South China， Hengyang ， Chin

Abstract： Objective Although clinical cases are commonly used in the teaching of Internal Medical Nursing， the cases are mostly static and single scenario， which to some extent restrict the teaching effect. This study aimed to explore the application effects of implementing progressive dynamic scenario teaching based on ADDIE model in the course of Internal Medical Nursing. Methods Two classes of Nursing students enrolled in 2021 were randomly divided into the experimental group ） and the control group （ n=62 ）. The control group received traditional teaching for Internal Medical Nursing， while the experimental group was taught by progressive dynamic scenarios teaching based on ADDIE model for the same course， which contained“problem-driven teaching， inquiry-based learning， guided discussion， immersive simulation and participatory consolidation” in the session of theoretical class， practical learning as well as the second classroom based on ADDIE model by fully using online and offline teaching resources. At the end of the semester， the clinical thinking ability， self-learning ability， and performance in the final theoretical and skill exams were compared between the two groups. Results The scores of clinical thinking ability， self-learning ability and the performance in exams of the experimental group were significantly higher than those of the control group （all P<0.05 ）. Conclusion Progressive dynamic scenario teaching based on ADDIE model can effectively cultivate students’clinical thinking ability and self-learning ability， and improve the learning outcomes.

Keywords： Internal Medical Nursing; ADDIE model; Progressive scenario; Clinical thinking ability; Selflearning ability

《普通高等学校本科专业类教学质量国家标准》明确指出，本科护理教育应确保学生在毕业时具有一定的临床思维能力，以保证面对复杂的医疗环境和护理情境时能为病人进行全面评估、做出正确判断、实施有效的专业实践［1］。（剩余8197字）