Effects of two teaching models in star student appraise among nursing students in neurosurgery department

Objective To explore the effects of menu teaching and tradition teaching model in star student appraise among nursing students in clinical nursing teaching of neurosurgery department. Methods From March 2017 to February 2018, we selected 128 nursing students in internship at the 81th Hospital, Affiliated to Nanjing University of Chinese Medicine. All of the nursing students were randomly divided into control group and experimental group, 64 cases in each group with one-to-one clinical teaching. Control group carried out tradition teaching model. On this basis, experimental group applied menu teaching. We compared the practice effects and the ratio of nursing students with 3-star or above. Results The total score of examination performance of nurses in experimental group was (268.88±14.93) higher than that in control group with a statistical difference (t=-6.222, P<0.05) . There were 33 nursing students being deducted marks 0-2 and 8 nursing students being deducted 7-9 in medical ethics and clinical practical competency in experimental group; there were 24 and 18 nursing students in control group respectively; the difference was statistical (χ2=5.256, P<0.05) . There were 39.1% of nursing students being ranked as 4-stat or 5-star in experimental group and 14.1% in control group with a statistical difference (χ2=10.439, P<0.05) . Conclusions In clinical nursing teaching of neurosurgery, menu teaching model can improve abilities and examination performance, stimulate the learning interest of nursing students. Key words: Nursing education research; Neurosurgery; Menu teaching; Ttradition teaching; Star student appraise