交接班制度模式在介入科护生临床带教中的应用
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摘要
目的:评价将交接班制度模式应用于介入科护生带教中的效果。方法:将实习护生122人随机分为对照组和实验组,对照组54人,采用传统的带教方法,按实习大纲要求带教;实验组68人,采用交接班制度模式,经过两周的临床实习后,比较两组护生各项考核结果,并了解两组护生对教学方法的评价。结果:实验组出科理论成绩和操作技能成绩明显高于对照组(P<0.05),实验组护生认为交接班模式的应用,能增强自己的责任心、灵活运用知识能力、增加了能动性、爱伤观念(P<0.05)。结论:交接班制度模式应用于介入科护生带教,可提高护生的实习质量。
Objective:To evaluate the effect of the application of the shifting system in the teaching of nursing students in the Intervention Department. Method:122 students were divided into control group and experimental group. The control group contained 54 students who were taught with the traditional teaching method which is according to the internship outline. The experimental group contained 68 students who were taught with shifting system. After 2 weeks of internship,the results of assessment were compared, and the evaluation of the teaching methods of the students were learn. Results:Theory and operation skills achievement of students in experimental group was significantly higher than that of the control group(P<0.05), nursing students in the experimental group think shifting system can enhance their sense of responsibility, let them use knowledge flexibly, raise the concept of initiative, patient-friendly(P< 0.05). Conclusion:the application of the shifting system in the teaching of nursing students in the Intervention Department can improve the quality of nursing students.
Objective:To evaluate the effect of the application of the shifting system in the teaching of nursing students in the Intervention Department. Method:122 students were divided into control group and experimental group. The control group contained 54 students who were taught with the traditional teaching method which is according to the internship outline. The experimental group contained 68 students who were taught with shifting system. After 2 weeks of internship,the results of assessment were compared, and the evaluation of the teaching methods of the students were learn. Results:Theory and operation skills achievement of students in experimental group was significantly higher than that of the control group(P<0.05), nursing students in the experimental group think shifting system can enhance their sense of responsibility, let them use knowledge flexibly, raise the concept of initiative, patient-friendly(P< 0.05). Conclusion:the application of the shifting system in the teaching of nursing students in the Intervention Department can improve the quality of nursing students.
引文
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[5]吴荣,杨姬,谷敏,等.分层次教学模式结合护理量化表在临床带教中的应用[J].中国护理研究,2012,8(6):2096~2097.
[2]刘晓兰.规范交接班流程在泌尿外科临床护理中的应用[J].中国实用护理杂志,2012,28(26):89~90.
[3]范秀珍.教育心理学与护理教育[M].北京:人民卫生出版社,2011:160.
[4]成凯,黄莹.反交班模式在护理晨会床边交接班中的应用体会[J].护理与康复,2013,10(12):973~974.
[5]吴荣,杨姬,谷敏,等.分层次教学模式结合护理量化表在临床带教中的应用[J].中国护理研究,2012,8(6):2096~2097.