To explore the application effect of Roy adaptation model combined situational teaching method in pediatric nursing teaching.

A total of 108 nursing students interned in our hospital in 2019 were selected and randomly divided into two groups, among which, 54 nurses who accepted the traditional teaching method were taken as the control group, and 54 ones who adopted Roy adaptation model combined situational teaching method were taken as the research group. The scores of theory and operation skills of the two groups were evaluated before and after teaching, at the same time, the comprehensive ability was assessed and the satisfaction survey was conducted among the students after the teaching. SPSS 20.0 was used for data processing, the scores of theory and operation skills comprehensive ability and nursing students' satisfaction with teaching were described with (±s) and t test was performed.

After the teaching, the theoretical knowledge and operational skills scores of the two groups were significantly improved than those before the teaching (P<0.05), and those of all students in the research group were significantly higher than those in the control group (P<0.05). The scores of ability to integrate theory with practice, self-learning ability, communication ability, teamwork ability, independent thinking and problem solving ability, clinical thinking ability in the research group were higher than those in the control group, with statistical differences (P<0.05). And students in research group had significantly higher overall satisfaction scores on the teaching than those in control group had (P<0.05).

Application of Roy adaptation model combined situational teaching method in pediatric practice teaching can improve the theoretical knowledge and operational level of nursing students, enhance their communication ability and other abilities, and help to improve their satisfaction with teaching.

Roy adaptation model; Situational teaching method; Operation ability; Communication ability; Teaching satisfaction