Application of comic teaching combined with CBL teaching in abdominal physical examination demonstration of clinical nursing interns in internal medicine
漫画教学联合CBL教学在内科临床护理实习生腹部体格检查操作示范中的应用研究

摘要

目的 本研究旨在评估漫画教学联合案例教学法（case-based learning，CBL）在内科临床护生腹部体格检查操作示范中的应用效果。方法 按采用类实验研究设计，按照实习时间先后顺序，将2023年7月至2024年4月在内科实习的32名全日制护理专业实习生作为对照组，采用传统教学模式进行腹部体格检查的操作示范，将2024年7月至2025年4月在内科实习的32名全日制护理专业实习生作为观察组，在对照组的基础上采用漫画教学联合CBL教学法进行腹部体格检查的操作示范。对比两组护理实习生的操作技能考核成绩、理论成绩、学生评价、教学满意度及主动性学习的差异。结果 观察组在腹部体格检查的操作技能考核成绩、理论成绩为（86.63±0.51）分、（89.06±1.37）分，优于对照组的（76.98±1.17）分、（77.50±2.10）分（P<0.05），观察组的学生评价得分、教学满意度、主动性学习得分均高于对照组（P< 0.05）。结论 漫画教学联合CBL教学法运用于内科护生腹部体格检查操作示范，能提升护生的操作技能、理论知识、满意度，提高护生学习主动性。

Abstract

Objective This study aimed to evaluate the application effect of comic-assisted teaching combined with case-based learning (CBL) in abdominal physical examination demonstrations for clinical nursing students in internal medicine.
Methods Following a quasi-experimental design, 32 full-time nursing interns from July 2023 to April 2024 were assigned as the control group, receiving traditional teaching methods for abdominal examination demonstrations. The 32 interns from July 2024 to April 2025 were designated as the observation group, who received comic-assisted CBL teaching alongside traditional methods. Comparative analyses were conducted on operational skill assessment scores, theoretical scores, student evaluations, teaching satisfaction, and self-directed learning between the two groups.
Results The observation group achieved operational skill assessments (86.63±0.51) and theoretical scores (89.06±1.37), significantly higher than the control group's (76.98±1.17) and (77.50±2.10) (P<0.05). Student evaluations, teaching satisfaction, and self-directed learning scores in the observation group also exceeded those in the control group (P<0.05).
Conclusion   The integration of comic-assisted teaching with CBL methodology in abdominal physical examination demonstrations for nursing students enhances their operational skills, theoretical knowledge, satisfaction, and self-directed learning initiative.