Analysis of the Effect of High-Simulation Teaching on Nursing Students’ Learning of Nursing Knowledge on Double J Tubes after Ureteral Soft Scope Lithotomy

• Guichun Lin ^[1] ; Wenting Zhou ^[2] ; Qing Lin ^[3] ; Dingping Wang ^[1] ; Yalan Yang ^[1] ; Hong Zhou ^[1]
  1. [1] Department of Health, Guangzhou Huaxia Vocational College, Guangzhou, Guangdong, China
  2. [2] Surgery, Central Health Center of Changning Town, Guangzhou, Guangdong, China
  3. [3] School of Education, Guangzhou Pearl-River Vocational College of Technology, Guangzhou, Guangdong, China

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• Localización: Archivos españoles de urología, ISSN 0004-0614, Tomo 77, Nº. 3, 2024, págs. 249-255
• Idioma: inglés
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• Resumen

  • Objective: To study the effect of high-simulation teaching on nursing students’ learning knowledge related to stoma tube care after ureteral flexible mirror lithotripsy.

    Methods: A total of 80 nursing students who were admitted to our hospital from January 2020 to December 2022 were selected as the study objects. They were divided into the control group (traditional teaching) and observation group (high-simulation teaching based on traditional teaching) in accordance with teaching method. General demographic information and specialty theory, Objective Structured Clinical Examination, Chinese Critical Thinking Disposition Inventory, Teaching Quality Evaluation Scale and System for Evaluation of Teaching Qualities scores were collected from both groups of nursing students. Data were analysed with t- and chi-square tests.

    Results: The general demographics of the two groups were not statistically significantly different (p > 0.05). No significant differences in examination scores, clinical skills, thinking skills, teaching quality and nursing students’ satisfaction were found between the two groups before teaching (p > 0.05). Examination scores, clinical skills, thinking skills, teaching quality and nursing students’ satisfaction were higher in the observation group than in the control group after teaching (p < 0.05).

    Conclusions: High-simulation teaching can effectively improve theoretical and clinical skill examination results, strengthen critical thinking, and improve teaching quality and nursing students’ overall satisfaction with teaching. Therefore, it has application value.