Application of Presentation-Assimilation-Discussion Class Model Integrating Progressive Scenario Cases in Internal Medicine Nursing

Abstract

Abstract: To explore the teaching effect of the Presentation-Assimilation-Discussion class model integrating progressive scenario cases in the nursing undergraduate of the internal medical nursing course. One class of nursing undergraduate students of grade 2020 and 2019 were selected respectively as the observation group (65 students) and the control group (77 students). In the course teaching of internal medicine nursing, the observation group adopted the Presentation-Assimilation-Discussion class model of integrating the situation progressive cases, and the control group adopted the traditional classroom teaching mode. The scores of medical nursing term examination in the observation group were significantly higher than those in the control group (P<0.05); The observation group of students believed that the teaching method was significantly better than the control group in terms of stimulating learning interest, improving self-learning ability, improving knowledge understanding and application, improving clinical thinking ability, and cultivating teamwork ability (P<0.05). The application of the Presentation-Assimilation-Discussion class model integrating progressive case scenarios in the teaching of internal medicine nursing for nursing undergraduates can improve the learning effect of students, and is conducive to the cultivation of students'independent learning, clinical thinking, and team cooperation abilities.

Key words: Situational, Progressive, Case teaching, Presentation-Assimilation-Discussion class model, Bachelor of nursing, Internal medicine nursing, Teaching model

CLC Number:

R47-4
G712

LING Yun, KE Lan, QIN Qin. Application of Presentation-Assimilation-Discussion Class Model Integrating Progressive Scenario Cases in Internal Medicine Nursing[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2023, 6(19): 40-43.

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