反思日记联合案例法在神经外科低年资护士培训中的应用
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摘要
目的提高神经外科低年资护士应急抢救培训效果。方法将58名神经外科N0、N1级护士随机分为两组各29人。对照组进行常规培训,观察组在常规培训的基础上将疾病案例培训内容采取参与抢救后书写反思日记联合案例讨论法培训。持续培训4个月后评价效果。结果观察组和对照组参加基础生命支持考核分别为26人、28人,观察组成绩显著优于对照组(P <0. 01);参与迷你临床演练评分观察组和对照组分别为21人、19人,身体评估、临床判断能力、咨询建议沟通能力、组织能力和效率、总体临床能力5个方面得分显著高于对照组(均P <0. 01)。结论反思日记联合案例法用于神经外科低年资护士培训较常规方法更能有效提高其应急抢救综合能力。
Objective To improve the effect of emergency rescue training for junior nurses working in department of neurosurgery. Methods Totally,58 N0 to N1 nurses working in department of neurosurgery were randomly divided into two groups of 29 each. Routine training were applied to the control group,while the disease-oriented case study,including writing reflective diaries after every emergency rescue and participating in case discussions,were applied to the observation group on the basis of routine training. Both groups were evaluated after 4months of continuous training. Results A total of 26 participants of the observation group and 28 participants of the control group were evaluated with the basic life support skill tests,with the the observation group achieving better results than the control group (P < 0. 01). A total of 21 participants of the observation group and 19 participants of the control group participated in the mini-clinical evaluation exercise (mini-CEX),with the observation group scoring higher than the control group regarding physical assessment of patients,clinical judgment,consultation and communication,organizing ability and wor-kingefficiency,and overall clnical competency (P < 0. 01 for all). Conclusion Use of reflective diary writing combined with case case study as a training mode is more effective in improving emergency rescue ability compared to the routine training for junior nurses working in department of neurosurgery.
Objective To improve the effect of emergency rescue training for junior nurses working in department of neurosurgery. Methods Totally,58 N0 to N1 nurses working in department of neurosurgery were randomly divided into two groups of 29 each. Routine training were applied to the control group,while the disease-oriented case study,including writing reflective diaries after every emergency rescue and participating in case discussions,were applied to the observation group on the basis of routine training. Both groups were evaluated after 4months of continuous training. Results A total of 26 participants of the observation group and 28 participants of the control group were evaluated with the basic life support skill tests,with the the observation group achieving better results than the control group (P < 0. 01). A total of 21 participants of the observation group and 19 participants of the control group participated in the mini-clinical evaluation exercise (mini-CEX),with the observation group scoring higher than the control group regarding physical assessment of patients,clinical judgment,consultation and communication,organizing ability and wor-kingefficiency,and overall clnical competency (P < 0. 01 for all). Conclusion Use of reflective diary writing combined with case case study as a training mode is more effective in improving emergency rescue ability compared to the routine training for junior nurses working in department of neurosurgery.
引文
[1]刘晓娜,郭珊珊.新上岗护士护理安全隐患分析与对策[J].中国医学创新,2010,7(19):132-133.
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[5]Fakude L P,Bruce J C.Journaling:a quasi-experimental study of student nurses'reflective learning ability[J].Curationis,2003,26(2):49-55.
[6]陆晓华,田萍,杨荣,等.反思学习法在专科护理实习生临床实践中的应用[J].护士进修杂志,2013,28(1):16-18.
[7]Johnson J A.Reflective learning,reflective practice,and metacognition:the importance in nursing education[J].JNurses Prof Dev,2013,29(1):46-48.
[8]Al Ansari A,Ali S K,Donnon T.The construct and criterion validity of the mini-CEX:a meta-analysis of the published research[J].Acad Med,2013,88(3):413-420.
[9]郭中献.护理迷你临床演练评估量表在本科护生临床实习教学中的应用研究[D].大连:大连医科大学,2017.
[10]王艳,李小平.护理本科生反思日记的质性研究[J].护理学杂志,2008,23(1):5-8.
[11]Bussard M.The nature of clinical judgment development in reflective journals[J].J Nurs Educ,2015,54(8):451-454.
[12]汪健.反思日记对护生临床学习效果的影响[D].北京:中国协和医科大学,2005.
[2]夏玲,陈家琴.临床低年资护士规范化培训需求调查[J].护理学杂志,2007,22(2):25-26.
[3]Kok J,Chabeli M M.Reflective journal writing:how it promotes reflective thinking in clinical nursing education:a students'perspective[J].Curationis,2002,25(3):35-42.
[4]Forneris S G,Peden-Mcalpine C.Evaluation of a reflective learning intervention to improve critical thinking in novice nurses[J].J Adv Nurs,2010,57(4):410-421.
[5]Fakude L P,Bruce J C.Journaling:a quasi-experimental study of student nurses'reflective learning ability[J].Curationis,2003,26(2):49-55.
[6]陆晓华,田萍,杨荣,等.反思学习法在专科护理实习生临床实践中的应用[J].护士进修杂志,2013,28(1):16-18.
[7]Johnson J A.Reflective learning,reflective practice,and metacognition:the importance in nursing education[J].JNurses Prof Dev,2013,29(1):46-48.
[8]Al Ansari A,Ali S K,Donnon T.The construct and criterion validity of the mini-CEX:a meta-analysis of the published research[J].Acad Med,2013,88(3):413-420.
[9]郭中献.护理迷你临床演练评估量表在本科护生临床实习教学中的应用研究[D].大连:大连医科大学,2017.
[10]王艳,李小平.护理本科生反思日记的质性研究[J].护理学杂志,2008,23(1):5-8.
[11]Bussard M.The nature of clinical judgment development in reflective journals[J].J Nurs Educ,2015,54(8):451-454.
[12]汪健.反思日记对护生临床学习效果的影响[D].北京:中国协和医科大学,2005.