Application and effect analysis of "4C" teaching method in clinical teaching of ICU preschool nursing students
“4C”教学法在ICU规培护生临床教学中的应用与效果分析

摘要

目的 分析ICU规培护生临床教学中采取“4C”教学法的效果。方法 抽取2022年1月-2023年1月期间80名ICU规培护生为研究对象。按照教学方法的不同进行分组，其中采取常规教学法为参考组，采取“4C”教学法为实验组，每组40名。以理论、操作考试成绩、自我导向学习能力、教学满意度评价两组教学效果。结果 理论、操作考试成绩对比显示，实验组显高于参考组（P＜0.05）。自我导向学习能力评分对比显示，实验组显高于参考组（P＜0.05）。教学满意度对比显示，实验组显高于参考组（P＜0.05）。结论 ICU规培护生临床教学中采取“4C”教学法效果显著，能够提高ICU规培护生的理论、操作考试成绩，提升其自我导向学习能力，进而提高其教学满意度。

Abstract

Objective To analyze the effectiveness of using the "4C" teaching method in clinical teaching of ICU trained nursing students.
Methods 80 ICU standardized nursing students were selected as the research subjects from January 2022 to January 2023. Group according to different teaching methods, with conventional teaching method as the reference group and "4C" teaching method as the experimental group, with 40 students in each group. Evaluate the teaching effectiveness of two groups based on theory, exam scores, self-directed learning ability, and teaching satisfaction.
Results The comparison of theoretical and exam scores showed that the experimental group was significantly higher than the reference group (P<0.05). The comparison of self-directed learning ability scores showed that the experimental group was significantly higher than the reference group (P<0.05). The comparison of teaching satisfaction showed that the experimental group was significantly higher than the reference group (P<0.05).
Conclusion   The use of the "4C" teaching method in clinical teaching of ICU trained nursing students has a significant effect which can improve their theoretical and exam scores, enhance their self-directed learning ability, and ultimately improve their teaching satisfaction.