Application of diversified teaching model in the experimental teaching of health assessment for higher vocational nursing students

Abstract

Objective To provide reference for improving the teaching quality of experimental skills in health assessment course through the application of diversified teaching model in health assessment teaching for higher vocational nursing students. Methods A convenient sampling method was used to select 38 nursing students of 2016 grade as control group and 35 students of 2017 grade as experimental group. The control group followed the traditional teaching method. The observation group adopted diversified teaching methods, such as case analysis of typical symptoms, role playing and high simulation person. At the end of the course, the theoretical and operational assessment results and the satisfaction with the teaching effect of the two groups were compared. Results The scores of theoretical and operational assessment in the experimental group were higher than those in the control group [(82.8±15.7) vs (1.7±11.3), (89.2±12.6) vs (78.6±11.4)], and there was a significant difference between the two groups (all P<0.05). Questionnaire survey results showed that the implementation of diversified teaching model, students thought that all aspects of ability have been significantly improved. The top three evaluations were improving the self-study ability, improving clinical thinking ability and stimulating interest in learning. The scoring ratio is 100.0%(35/35), 100.0%(35/35) and 97.2%(34/35). Conclusions Diversified teaching method can improve the teaching quality of experimental skills in health assessment course and promote the development of core competence of nursing students in higher vocational colleges. Key words: Diversified teaching; Health assessment; Experimental teaching; Nursing students