分层次分阶段模式应用于护理带教效果分析
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摘要
目的分层次分阶段模式应用于外科病房护理带教效果分析。方法选取2018年3～12月在我院外科病房进行实习的护理专业学生41名为观察组,采用分层次分阶段教学模式;选取2017年3～12月护理实习生40名为对照组,采用常规教学模式,评价两组实习生出科考核成绩、实习生综合能力、对带教模式满意度。结果观察组实习生理论考核(94.15±2.10)分、操作考核成绩(92.19±1.27)分均高于对照组(86.34±1.24)分、(85.32±2.10)分,差异有统计学意义(P<0.05)。观察组带教老师对实习生操作运用能力、自主学习能力、人文素质、护患沟通能力等综合能力评价均高于对照组,差异有统计学意义(P<0.05)。观察组实习生对带教模式满意度97.56%高于对照组75.00%,差异有统计学意义(P<0.05)。结论在外科病房中实施分层次分阶段教学模式,可有效提高实习生出科考核成绩、实习生综合能力与满意度。
Objective To analyze the effect of hierarchical and phased mode in applying to nursing teaching in surgical wards. Methods A total of 41 nursing students in the surgical ward of our hospital from March to December 2018 were enrolled as the observation group and were treated with hierarchical and phased mode. 40 nursing internship from March to December 2017 were selected as the control group and were treated with regular teaching mode. The scores of departmental rotation examination, the comprehensive ability of the interns, and the satisfaction of the teaching mode of the two groups were evaluated. Results The theoretical assessment(94.15±2.10) Points and the operational assessment scores(92.19±1.27) of the observation group were higher than(86.34±1.24) points and(85.32±2.10) points of the control group, and the difference was statistically significant(P<0.05). Teacher's evaluation of the interns' comprehensive ability such as operational ability, self-learning ability, humanistic quality, and communication ability was higher than that of the control group, and the difference was statistically significant(P<0.05). The interns' satisfaction with the teaching mode was 97.56% in the observation group, higher than that of the control group(75.00%), and the difference was statistically significant(P<0.05). Conclusion The implementation of hierarchical and phased teaching mode in the surgical ward can effectively improve the departmental rotation examination results, the comprehensive ability and satisfaction of interns.
Objective To analyze the effect of hierarchical and phased mode in applying to nursing teaching in surgical wards. Methods A total of 41 nursing students in the surgical ward of our hospital from March to December 2018 were enrolled as the observation group and were treated with hierarchical and phased mode. 40 nursing internship from March to December 2017 were selected as the control group and were treated with regular teaching mode. The scores of departmental rotation examination, the comprehensive ability of the interns, and the satisfaction of the teaching mode of the two groups were evaluated. Results The theoretical assessment(94.15±2.10) Points and the operational assessment scores(92.19±1.27) of the observation group were higher than(86.34±1.24) points and(85.32±2.10) points of the control group, and the difference was statistically significant(P<0.05). Teacher's evaluation of the interns' comprehensive ability such as operational ability, self-learning ability, humanistic quality, and communication ability was higher than that of the control group, and the difference was statistically significant(P<0.05). The interns' satisfaction with the teaching mode was 97.56% in the observation group, higher than that of the control group(75.00%), and the difference was statistically significant(P<0.05). Conclusion The implementation of hierarchical and phased teaching mode in the surgical ward can effectively improve the departmental rotation examination results, the comprehensive ability and satisfaction of interns.
引文
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[10]叶显凤,李娜,柳芳登.马斯洛需要层次论在ICU进修护士带教中的应用效果观察[J].中外医学研究,2017,15(35):145-147.
[11]张淑清,许柳琴,高莹,等.柯氏评估模型在评价护生临床教育阶段性效果中的应用[J].中国当代医药,2017,24(18):137-139.
[12]马芳.骨科护理教学中阶段式带教的探索与应用[J].当代医学,2017,23(32):19-21.
[13]邱敏.分层次培训模式对临床护士技能及护理质量的影响分析[J].当代医学,2016,22(22):163-164.
[14]冯琴.心内科实习生护理带教模式探讨[J].齐鲁护理杂志,2016,22(5):112-114.
[15]陈善玉,李红.分层次分阶段模式应用于外科病房护理带教效果分析[J].中国卫生产业,2017,14(10):100-101.
[2]吴丽萍.探讨分层目标教学法在外科护理带教中的应用效果[J].中国医学创新,2018,15(25):80-83.
[3]吕娜.持续质量改进在肝胆外科临床护理带教中应用的价值[J].实用临床护理学电子杂志,2017,2(19):94-95.
[4]黄春霞,陈小燕,杨小丽,等.多元一体化教学法用于临床护理带教的效果评价[J].护理学杂志,2018,33(15):13-15.
[5]李维娜,李静,张晓娇,等.微课联合PBL教学在普外科护生管道护理带教中的应用[J].护理实践与研究,2017,14(4):101-102.
[6]张莉.分层次分阶段护理带教模式在泌尿外科临床护理带教中的应用[J].天津护理,2016,24(4):337-338.
[7]薛少芳,高云珠,叶小燕,等.目标教学在普外科护理带教中的应用价值分析[J].中外医学研究,2017,15(16):72-73.
[8]周丹,高岩,贾雪媛,等.目标管理法在神经外科护理带教中的应用[J].全科护理,2017,15(4):481-482.
[9]韩敏.分层次培训在护理实习生实习带教中的应用效果分析[J].中外医学研究,2017,15(4):157-158.
[10]叶显凤,李娜,柳芳登.马斯洛需要层次论在ICU进修护士带教中的应用效果观察[J].中外医学研究,2017,15(35):145-147.
[11]张淑清,许柳琴,高莹,等.柯氏评估模型在评价护生临床教育阶段性效果中的应用[J].中国当代医药,2017,24(18):137-139.
[12]马芳.骨科护理教学中阶段式带教的探索与应用[J].当代医学,2017,23(32):19-21.
[13]邱敏.分层次培训模式对临床护士技能及护理质量的影响分析[J].当代医学,2016,22(22):163-164.
[14]冯琴.心内科实习生护理带教模式探讨[J].齐鲁护理杂志,2016,22(5):112-114.
[15]陈善玉,李红.分层次分阶段模式应用于外科病房护理带教效果分析[J].中国卫生产业,2017,14(10):100-101.