小组合作教学在手术室护理带教中的运用效果
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摘要
目的评价小组合作教学模式在手术室护理带教中的运用效果。方法选取2018年1月—2018年12月在医院手术室实习的护士学生120名,按实习时间分为对照组和实验组,对照组采用一对一导师负责制教学模式展开实习,实验组将带教老师和护生分别分成小组,再将教师组和学生组一一搭配成合作小组,以小组合作教学模式展开实习。观察对比两种教学模式护生的出科理论成绩和操作成绩,并评价护生对带教模式的满意度情况。结果实验组护生理论考核和操作考核分数均高于对照组,差异有统计学意义(P <0.05);带教满意度上实验组护生对教学方法、学习机会、人际关系、组织支持的评分均高于对照组,差异均有统计学意义(P <0.05),教师素质评分略高于对照组,但差异无统计学意义(P> 0.05)。结论小组合作教学模式可提高手术室护理教学质量,并有效提高实习护生在手术室实习的满意度。
Objective To evaluate the effect of group cooperative teaching model in operating room nursing teaching. Methods 120 nursing students interned in the operating room of the hospital from January 2018 to December 2018 were selected. They were divided into the control group and the experimental group according to the internship time. The control group was used the one-on-one tutor to take charge of the teaching model to carry out the internship. The experimental group was divided teachers and nursing students into groups, the teachers' group and the students' group were collocated into the cooperation groups to carry out internships in the group cooperation teaching model.Observe and compare the theoretical and operational results of the two teaching modes of nursing students, and evaluate the satisfaction of nursing students with the teaching mode. Results The theoretical and operational evaluation scores of nursing students in the experimental group were higher than those of the control group, and the difference was statistically significant(P < 0.05). The scores of nursing students' on teaching methods, learning opportunities, interpersonal relationships,and organizational support were all higher in the experimental group than than in the control group, the differences were all statistically significant(P < 0.05).The teacher quality score was slightly higher than that of the control group. However, the difference was not statistically significant(P > 0.05). Conclusion The group cooperative teaching model can improve the quality of nursing teaching in operating room and improve the satisfaction of intern nursing students in operating room.
Objective To evaluate the effect of group cooperative teaching model in operating room nursing teaching. Methods 120 nursing students interned in the operating room of the hospital from January 2018 to December 2018 were selected. They were divided into the control group and the experimental group according to the internship time. The control group was used the one-on-one tutor to take charge of the teaching model to carry out the internship. The experimental group was divided teachers and nursing students into groups, the teachers' group and the students' group were collocated into the cooperation groups to carry out internships in the group cooperation teaching model.Observe and compare the theoretical and operational results of the two teaching modes of nursing students, and evaluate the satisfaction of nursing students with the teaching mode. Results The theoretical and operational evaluation scores of nursing students in the experimental group were higher than those of the control group, and the difference was statistically significant(P < 0.05). The scores of nursing students' on teaching methods, learning opportunities, interpersonal relationships,and organizational support were all higher in the experimental group than than in the control group, the differences were all statistically significant(P < 0.05).The teacher quality score was slightly higher than that of the control group. However, the difference was not statistically significant(P > 0.05). Conclusion The group cooperative teaching model can improve the quality of nursing teaching in operating room and improve the satisfaction of intern nursing students in operating room.
引文
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[3]张彩虹,杜洋.手术室临床带教模式研究新进展[J].全科护理,2018,16(23):2860-2862.
[4]褚彦香,李秀云.护生对临床实习环境满意度的调查分析[J].中国护理管理,2011,11(10):37-40.
[5]秦淑玉,李冬雪.菜单式教学在手术室护理本科生临床护理教学中的应用[J].重庆医学,2017,46(11):1573-1575.
[6]谭春苗,周向东,陈晓梅,等.基于医护合作的移动教学模式对护生临床实践能力的影响[J].解放军护理杂志,2018,35(8):65-68.
[7]赵丽丽,郑伟.“微课堂”移动教学视频法在基础护理技能教学中的应用[J].中华现代护理杂志,2018,24(6):735-737.
[8]任雁北,孙新风,栾晓嵘.护士心理授权与工作满意度对核心能力的影响[J].解放军护理杂志,2016,33(10):22-25.
[9]杨晓玲,曾建霜,杨微.翻转课堂教学法在我国护理教学中应用的SWOT分析[J].护理学杂志,2016,31(15):70-72.
[10]李新潮,李凤军.翻转课堂在高职外科护理技术实训教学中的应用[J].高教学刊,2015(20):147-148.
[11]寇建涛,姜涛,樊华.双语Seminar教学法在医学生临床见习带教中的探索与实践[J].中国病案,2015,16(8):66-68.
[12]沈剑辉,高兴莲,鄢利芳,等.微课结合翻转课堂教学模式在手术室新护士培训中的应用[J].护理学杂志,2017,32(8):14-16.