Analysis of the Effect of Role Playing Situational Teaching Method in Practical Teaching of Surgical Nursing
Objective: The purpose of this study was to analyze the effect of role playing situation teaching method in practical teaching of surgical nursing. Methods: from January 2018 to January 2019, 50 students from surgical care class were selected to participate in the investigation and study, and randomly divided into the experimental group and the conventional group (n=25) The conventional teaching method was implemented in the conventional group, and the role playing situational teaching method was implemented in the experimental group. The test results and classroom teaching satisfaction of the two groups were compared. Results: compared with the students in the conventional group, the students in the experimental group had relatively higher scores in professional theory test and practical skills test, and the difference was statistically significant (p 0.05) The classroom teaching satisfaction rate of students in the conventional group was 80% and that of students in the experimental group was 96% and the data gap was statistically significant (p 0.05) Conclusion: the application of role playing situation teaching method in surgical nursing practice teaching can improve students' professional knowledge acquisition ability and practice level, and students' satisfaction with this teaching methods is high, which is suitable for the promotion in teaching. Surgical nursing education is an important part of China's nursing education system [1] Since the founding of the People's Republic of China, especially after the reform and opening up, it has developed rapidly and played a unique role in China's economic construction and social development [2] However, in general, the practical ability of surgical nursing students is not enough to meet the needs of society. Strengthening practical teaching is the key to achieve the goal of training surgical nursing education talents and the basis of training skilled nursing talents [3, 4] In this study, the student centered method was used to design nursing teaching cases in the nursing clinical practice process. It aimed to provide students the comprehensive training opportunities, stimulate students' initiative and creativity, and encourage students to realize their own lack of knowledge, strengthen the flexible use of knowledge and timely improvement, so as to guide students to learn independent, improve students' self renewal ability, and better adapt to the development of society. The traditional clinical practice teaching is to compile the case by the teacher, the students participate passively, the drill process is rigid and procedural, and the assessment is mainly based on the summative evaluation [5] However, the "student centered" situation simulation teaching must highlight the main role of students in practical teaching activities and guide students to take the initiative in learning, discovering and solving problems [6, 7] This way can not only improve students' operational skills, but also enhance students' comprehensive practical ability. "Student centered" situation simulation teaching is also a great challenge for teachers [8] Although students are in the main position instead of teachers, teachers still need to actively guide the entire situation simulation teaching process [9, 10] This means that teachers should have a wider range of knowledge, stronger adaptability and control ability: such a teaching process is also helpful to expand teachers' teaching thinking, mobilize teachers' enthusiasm, and realize "both teaching and learning" [11] By changing the concept of nursing practice teaching, making full use of the existing teaching resources for teacher training, and implementing the student centered role playing situation teaching method in clinical practice teaching, the 2019 5th International Workshop on Education, Development and Social Sciences (IWEDSS 2019) Copyright (c) (2019) Francis Academic Press, UK DOI: 10.25236/iwedss.2019.314 1465 comprehensive practice ability of surgical nursing students has been significantly improved [12, 13] Role playing situational teaching method is to guide students to carry out practical training on the basis of the syllabus and in combination with the actual work situation, so as to improve students' knowledge acquisition effect and enhance their practical ability [14, 15] Surgical nursing involves a lot of work, and patients' condition changes rapidly, which puts forward higher requirements for nursing staff's professional ability and practice level [16, 17] In order to have an in depth understanding of the application effect of role playing situational teaching method in surgical nursing practice teaching, 50 students from surgical nursing class were selected from January 2018 to January 2019 to participate in the investigation and study, and the discussion was conducted based on the results of the group investigation, and the contents were summarized as follows. 1. Materials and Methods 1.1 General information During the period from January 2018 to January 2019, 50 students from surgical care class were selected to participate in the investigation and study, and they were divided to the experimental group and the conventional group (n=25) in an arbitrary number mode. The ratio of males and females in the conventional group was 2: 23, with the age ranging from 19 to 23 years old, and the mean value was (21.25 0.15) years old. The proportion of males and females in the experimental group was 1: 24, with the age ranging from 19 to 23 years old, and the mean value was (21.21 0.16) years old. There was no significant difference in the general data between the groups, so grouping investigation could be conducted (p 0.05) 1.2 Method The conventional group adopted the conventional teaching method, and the teachers directly explained the teaching knowledge. In the experimental group, the role playing situational teaching method was adopted. The students were divided into groups of 8 10 persons, the group leader was determined, and the members' ability and interest in this group were basically balanced. The specific methods were as follows. 1.2.1 Preparation before class The objectives and contents of the course, the way of role playing and the precautions were introduced to the students. According to the teaching content or teaching objectives, clinical cases were selected and representative cases were sorted out. Teachers need to distribute materials to students one week in advance, while students need to inquiry relevant materials and case in groups, and do a good job in role playing design activities. The leader of each group needs to divide the roles of members in the group, including a nurse, a doctor, a patient and several family members. In the way of role playing, each student is able to participate. 1.2.2 Classroom learning In the situational simulation mode, the students' knowledge mastery degree and skill operation level were tested. Taking appendicitis patients as an example, it was necessary to make targeted nursing and scientific nursing plan on the basis of comprehensive collection of patient data. Caregivers and physicians needed to examine the patient. At the same time, nursing staff also needed to play the role of psychological counseling, encourage patients, introduce the value of disease treatment, treatment process to patients, and pay attention to the communication between patients and their families. 1.2.3 Classroom summary The teacher needed to organize the students to summarize the role playing activities in the group and conclude the gains and problems during the role playing, and so on. The group leader made a