Practice of 6E teaching model in the teaching of emergency and critical care nursing

Objective To explore the teaching effect of 6E teaching model in the course of Emergency and Critical Care Nursing. Methods From February to June 2024, using convenience sampling method, nursing college students of grade 2022 were selected as research object, and students in a class was randomly selected as the observation group and students in another class as the control group. The control group adopted the conventional teaching mode, and the observation group adopted the 6E teaching mode, which involves six steps: engaging, exploring, explaining, elaborating, evaluating and exciting to carry out teaching. After the course, results of process evaluation, final evaluation, value-added evaluation and total evaluation of the two groups of nursing students were compared, and the recognition of nursing students on course reform was investigated and observed. Results The process evaluation, final evaluation, value-added evaluation and total evaluation of nursing students in the observation group were better than those in the control group, and the difference was statistically significant (P＜0. 05). A total of 95. 35% of nursing students recognized the 6E teaching mode, and more than 90% of nursing students believed that the 6E teaching mode could optimize learning behavior and effectively improve comprehensive first-aid skills, standardized operation consciousness, critical thinking, innovation, adaptability and other comprehensive abilities. Conclusion Application of 6E teaching model can effectively stimulate nursing students' learning interest and learning behavior, promote nursing students to optimize learning behavior, improve comprehensive ability and enhance professional quality. (目的 探讨6E教学模式在急危重症护理课程中的教学效果。方法 于2024年2月——6月, 采用便利抽样法, 选取江苏省某职业院校2022级护理专科生作为研究对象, 随机选取1个班为观察组(n=43), 1个班为对照组(n=42)。对照组采用常规教学模式, 观察组采用6E教学模式, 即采用参与(Engage)、探究(Explore)、解释(Explain)、迁移(Elaborate)、评价(Evaluate)和激发(Excite)六个环节展开教学。课程结束后, 比较两组护生的过程评价、终末评价、增值评价及总评成绩, 同时调查观察组护生对课程改革的认可情况。结果 观察组护生过程评价、终末评价、增值评价及总评成绩均优于对照组, 差异有统计学意义(P＜0. 05)。95. 35%的护生对6E教学模式表示认可, 超过90%的护生认为6E教学模式可以优化学习行为, 有效提升急救综合技能、规范操作意识、评判性思维、创新、应变能力等综合能力。结论 6E教学模式可以有效激发护生的学习兴趣和学习行为, 促进护生优化学习行为、提高综合能力、提升职业素养。)