• Hui Tan, Erjia Huang, Xicheng Deng, and Shayuan Ouyang.
• Department of Cardiovascular Surgery, The Second Xiangya Hospital of Central South University, Changsha 410000, Hunan Province, China; Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital, Central South University.
• Medicine (Baltimore). 2021 May 21; 100 (20): e25918e25918.

AbstractWe aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.Copyright © 2021 the Author(s). Published by Wolters Kluwer Health, Inc.

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