项目教学法在《外科护理学》教学中的应用

项目教学法在《外科护理学》教学中的应用

周应杨

达州职业技术学院   达州  635000

摘要：外科护理学是以外科患者为中心，对其实施整体化护理的一门临床护理学科。外科护理学的教学体现了极强的理论性和实践性特点。目的：探讨项目化教学法在外科护理学教学过程中的应用。方法：选取达州职业技术学院五年制护理专业学生100名为研究对象，每10名为一组，模拟完成1例“开腹胆囊切除手术配合”作为实验项目，将理论、技能和情景结合，对学生完成项目进行评价。结果：有95%以上的学生对无菌观念的理解加深，96%的学生团队协作意识增强，98%的学生巩固了常用基本护理操作，92%的学生提高了发现、分析和解决问题的能力。结论：项目教学法有助于提升外科护理学整体教学水平，激发学生的学习兴趣，调动学生的学习积极性，能够帮助学生学以致用。

【关键词】 项目教学法  外科护理学  实验  应用

Application of project teaching method in surgical nursing teaching

Surgical nursing is a clinical nursing discipline which takes surgical patients as the center and implements holistic nursing. The teaching of surgical nursing embodies strong theoretical and practical characteristics. Objective: To explore the application of project teaching method in surgical nursing teaching process. Methods: 100 five-year nursing students in Dazhou vocational and technical college were selected as the research objects, and each 10 students were taken as a group. One case of "open cholecystectomy cooperation" was simulated as the experimental project. The theory, skills and scenarios were combined to evaluate the students' completion of the project. Results: more than 95% of the students had a deeper understanding of aseptic concept, 96% of the students had enhanced the sense of teamwork, 98% of the students had consolidated the common basic nursing operation, and 92% of the students had improved the ability of finding, analyzing and solving problems. Conclusion: the project teaching method is helpful to improve the overall teaching level of surgical nursing, stimulate students' interest in learning, mobilize students' learning enthusiasm, and help students apply what they have learned.

[Key words] experimental application of project teaching method in surgical nursing

项目教学法是通过实施一个完整的项目来进行教学活动的方法，其目的是在课堂教学中有机地结合理论与实践教学，充分发掘学生的创造潜能，提高他们解决问题的综合能力。以下将详细阐述项目教学法在外科护理学中的应用。

一、开展项目教学的意义

外科护理学是一门以外科患者为中心，对其实施整体护理的临床护理学科，具有极强的理论性和实践性。传统教学方式以教师为中心，主要通过理论讲授，学生大多是被动接受填鸭式教育，学习效果往往不佳。相反，项目教学法以学生为中心，充分调动学生的学习积极性和主动性，使他们从被动学习转为主动探究问题，为后续学习奠定了坚实的基础。

项目教学法的实施，不仅让学生在实践中巩固理论知识，还提升了他们的实践能力和解决实际问题的能力。这种教学方式能够更好地满足外科护理学对学生综合能力的要求，有助于培养具有创新思维和实践能力的护理人才。

二、实施步骤

（一）项目的选择与确定

选择“开腹胆囊切除术的手术配合”作为实施项目，明确手术步骤以及外科病房护士、手术室洗手护士和巡回护士的工作职责，并在模拟情景中进行练习。通过模拟情景的训练，学生能够更好地理解和掌握手术过程中的每一个环节，提高他们在实际操作中的应变能力和协作能力。

（二）拟定项目计划

将100名学生分成10组，每组10人，每组选出一名项目负责人，由学生自行拟定手术步骤与场所，分工合作，做好记录。外科护理学老师对计划进行审核，确保每个小组的计划科学合理，具有可操作性。这一过程不仅锻炼了学生的团队协作能力，还培养了他们的领导力和组织能力。

（三）项目实施

学生利用教材、网络、资料书和附属医院等学习工具了解开腹胆囊切除术的基本步骤以及不同角色护士的工作任务，包括患者的术前准备、术中护理以及术后护理。学生成为学习的主体，教师负责引导，但不直接参与学生解决问题的过程。整个实施过程由小组做好详细记录，确保每个环节都有据可查，有迹可循。

（四）项目评价

通过自评、组间评比及教师评比选出较优小组，以实现评定的客观公正。获胜的小组将其实施项目的过程向全体学生展示，分享他们的经验和收获。这不仅激励了获胜小组，也让其他小组有机会学习和改进自己的不足之处，从而整体提升学生的学习效果。

三、分析与讨论

项目教学法顺应了当代职业教育的发展潮流，极大地提升了学生对学习的参与热忱。通过完成项目，绝大多数学生认为自己对手术无菌观念、团队协作以及外科手术基本操作有了进一步的了解和掌握。相较于传统教学，学生的学习效率明显提升，真正实现了学以致用。

这种教学方法让学生在真实的情境中体验和学习，有助于他们将理论知识转化为实际操作能力，提高了他们在临床实践中的信心和独立处理问题的能力。学生们通过项目的实施，学会了如何在团队中协作，如何在实际操作中应用所学的理论知识，进一步增强了他们的职业素养和专业能力。

四、改进意见及建议

优化分组，缩小组间学生差异：在分组时考虑学生的知识水平和实践能力，尽量使每组成员的能力均衡，避免个别学生因能力差异过大而无法融入小组工作。

调动学生的积极性，完善评价机制：在项目实施过程中，注重调动每个学生的积极性，避免出现个别学生围观而不操作的现象。通过建立完善的评价机制，对每个学生的参与度和贡献进行公正评价，激励学生主动参与和思考。

加强实验考核，促进学生独立思考与解决问题能力的培养：在项目实施过程中，增加实验考核的环节，通过具体的操作考核检验学生的实际操作能力和独立解决问题的能力，促进他们在实践中不断提升自己的专业素养和技能。

【参考文献】

1.邓海艳. 项目教学法在《外科护理学》实验教学中的应用[J]. 医学信息（下旬刊）,2010,23(6):269-270. 

2.曹力.项目教学法在中职外科护理教学中的应用[J].职业技术,2015(8):56-57

Project teaching method is a method to carry out teaching activities through the implementation of a complete project. Its purpose is to organically combine theory and practice teaching in classroom teaching, fully explore students' creative potential, and improve their comprehensive ability to solve problems. The application of project teaching method in surgical nursing is described in detail.

I. The significance of project teaching

Surgical nursing is a clinical nursing discipline that takes surgical patients as the center and implements holistic nursing. It has strong theoretical and practical characteristics. The traditional teaching method is teacher-centered and mainly taught through theory, and students are mostly passively subjected to spoon-fed education, and the learning effect is often poor. On the contrary, project teaching method is student-centered, fully arouses students' learning enthusiasm and initiative, and enables them to change from passive learning to active inquiry, which lays a solid foundation for subsequent learning.

The implementation of project teaching method not only allows students to consolidate theoretical knowledge in practice, but also improves their practical ability and the ability to solve practical problems. This teaching method can better meet the requirements of comprehensive ability of surgical nursing students, and is helpful to cultivate nursing talents with innovative thinking and practical ability.

Ii. Implementation steps

(1) Project selection and determination

"Operation Coordination of open cholecystectomy" was selected as the implementation project, and the operation steps and duties of surgical ward nurses, operating room hand-washing nurses and itinerant nurses were clarified, and the practice was carried out in the simulated scenario. Through the training of simulated scenarios, students can better understand and master every link in the surgical process, and improve their strain ability and cooperation ability in actual operation.

(2) Drawing up project plans

The 100 students were pided into 10 groups with 10 people in each group. A project leader was selected for each group. The students worked out the surgical procedures and places by themselves, cooperated with each other, and made good records. The surgical nursing teacher reviewed the plan to ensure that each group's plan was scientific, reasonable and practical. This process not only exercises the students' teamwork ability, but also develops their leadership and organizational skills.

(3) Project implementation

Students learn about the basic steps of open cholecystectomy and the tasks of nurses in different roles, including preoperative preparation, intraoperative care and postoperative care, using learning tools such as textbooks, Internet, resource books and affiliated hospitals. Students become the main body of learning, and teachers are responsible for guiding but not directly involved in the problem-solving process of students. The entire implementation process is recorded in detail by the team to ensure that every link is documented and traceable.

(4) Project evaluation

Through self-evaluation, inter-group evaluation and teacher evaluation, the best group was selected to achieve objective and fair evaluation. The winning team presented their project implementation process to all students, sharing their experiences and gains. This not only motivates the winning team, but also gives the other teams the opportunity to learn and improve their own shortcomings, thereby improving the overall learning outcomes of the students.

Third, analysis and discussion

The project teaching method conforms to the development trend of contemporary vocational education and greatly enhances the enthusiasm of students' participation in learning. Through the completion of the project, the vast majority of students feel that they have a further understanding and mastery of the concept of surgical asepsis, teamwork and basic surgical operations. Compared with traditional teaching, students' learning efficiency has been significantly improved, which truly realizes the application of learning.

This teaching method allows students to experience and learn in real situations, helps them to translate theoretical knowledge into practical skills, and improves their confidence and ability to deal with problems independently in clinical practice. Through the implementation of the project, the students learned how to cooperate in a team, how to apply the theoretical knowledge learned in practical operation, and further enhanced their professional quality and professional ability.

Iv. Suggestions and Suggestions for improvement

Optimize the grouping and narrow the differences between groups: consider the knowledge level and practical ability of students in the grouping, try to balance the ability of each group member, and avoid inpidual students unable to integrate into the group work due to too large differences in ability.

Mobilize the enthusiasm of students and improve the evaluation mechanism: in the process of project implementation, pay attention to mobilize the enthusiasm of each student to avoid the phenomenon of inpidual students watching and not operating. Through the establishment of a sound evaluation mechanism, each student's participation and contribution are fairly evaluated, and students are encouraged to take the initiative to participate and think.

Strengthen the experimental assessment and promote the cultivation of students' independent thinking and problem-solving ability: In the process of project implementation, increase the link of experimental assessment, and test students' practical operation ability and independent problem-solving ability through specific operational assessment, so as to promote them to continuously improve their professional quality and skills in practice.

【 Reference 】

1. Deng Haiyan. Application of Project teaching Method in Experimental teaching of Surgical Nursing [J]. Medical Information (Next issue),2010,23(6):269-270.

2. Cao Li. Application of Project teaching Method in surgical nursing teaching in secondary vocational schools [J]. Vocational Technology,2015(8):56-57.