Study on the Application of Situational Teaching Method with PBL in Clinical Teaching of Ectopic Pregnancy
Yuan Pan, Yang Yu, Ruizhi Liu
Available Online May 2018.
- https://doi.org/10.2991/sser-18.2018.2How to use a DOI?
- PBL; Situational approach; Ectopic pregnancy; Clinical teaching
- Objective: Situational teaching method with PBL is applied in the clinical teaching of patients with ectopic pregnancy. Its clinical curative effect is discussed and analyzed. Methods: A total of 100 nursing students in our hospital were randomly assigned to two groups: the observation group and the control group. There were 50 cases in each group. The interns in the control group used the conventional teaching methods. The observation group used the situational teaching method with PBL. The improvement effect and satisfaction of the control group and the observation group were analyzed. Results: Compared with the control group, the clinical knowledge and operation ability of the interns in observation group were all higher, and the teaching effect of the two groups was significant (P<0.05). Compared with the control group, the observation group had higher satisfaction with clinical nursing teaching, teacher and patients, and the difference between groups was greater (P<0.05). Conclusion: The situational teaching method with PBL has obvious application effect in the teaching of clinical ectopic pregnancy. It has more significant clinical effect than the conventional teaching method. It has wide application value in clinical practice and is worthy of promotion.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Yuan Pan AU - Yang Yu AU - Ruizhi Liu PY - 2018/05 DA - 2018/05 TI - Study on the Application of Situational Teaching Method with PBL in Clinical Teaching of Ectopic Pregnancy BT - 2018 8th International Conference on Social science and Education Research (SSER 2018) PB - Atlantis Press SP - 7 EP - 11 SN - 2352-5398 UR - https://doi.org/10.2991/sser-18.2018.2 DO - https://doi.org/10.2991/sser-18.2018.2 ID - Pan2018/05 ER -