A study on application of integrated teaching method in nursing undergraduate students of midwifery in clinical practice

Abstract

Objective To explore the teaching effect of integrated teaching method in nursing undergraduate students of midwifery in clinical practice. Methods Nursing undergraduate students of midwifery in clinical practice in our department in the year of 2014, 2015 were chosen as object of study. 19 students of 2015 who were taught by integrated teaching method(problem-based learning+ case-based learning+ lecture-based learning)in clinical practice were chosen as experiment group and 20 of 2014 who were taught by conventional teaching methods were control group. After the clinical practice, subjective evaluation of practice effect and critical thinking ability, and objective evaluation of comprehensive skills of both groups were made. Results There was no significant difference in critical thinking ability between students in two groups before clinical practice in Operation Room, While the scores related to critical thinking were significant higher in experiment group which adopted integrated teaching method than those in control group after clinical practice; In 18 single investigation items of subjective evaluation, the experiment group had higher satisfaction rate in teaching effect than that in control group and there was also significant difference in clinical test of theory knowledge and comprehensive skill between two groups. Conclusions Integrated teaching method can improve clinical practice effect of high nursing undergraduate students of midwifery and improve clinical teaching quality. Key words: Problem-based learning; Case-based learning; Lecture-based learning; Clinical teaching; Nursing of midwifery