护理小组学习模式提高综合外科护理水平的可行性
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摘要
目的:探讨护理小组学习模式提高综合外科护理水平的可行性。方法:本院综合外科收治患者平均年龄75.6岁,病种除儿科、产科均有涉及,为提高护理水平,提升护理质量,2016年6-12月于本科室施行护理小组学习模式,共4组,每组配备组长1名,组员7~8名,每月进行1次1.5 h的集体小组学习,学习内容包括综合外科的先进理论、技术、方法以及最近收治的不常接触的新病种。分别于学习前和学习3、6个月评估参加护士理论文化水平、专业技能操作及相关护理质控水平。结果:(1)开展护理小组学习后,参加护士的理论水平、专业技能及对工作的满意度均呈逐渐上升趋势(P=0.000、0.001、0.009);(2)护理人员消毒隔离护理质量、病房管理护理质量、文书书写质量及患者满意度评分均有不同程度的提高(P<0.05或P<0.001),虽压疮监控评分比较,差异无统计学意义(P=0.908),但总体呈升高趋势。结论:护理小组学习模式可提高综合外科护士的理论和专业技能水平,提高相关护理质控指标,有益于提升患者满意度和工作满意度,值得在临床推广。
Objective:To explore the feasibility of nursing group learning model to improve the level of comprehensive surgical nursing.Method:The average age of the patients in our hospital was 75.6 years old,all the patients were involved in pediatrics and obstetrics,in order to improve the nursing level and improve the quality of nursing,from June to December 2016,nursing group learning model was carried out in our department.There were 4 groups,each group was equipped with one group leader and 7-8 members,the group study was conducted once a month for 1.5 hours,topics of study include advanced theories,techniques,methods,and recent treatment of rare new diseases in general surgery.Before start of the study,3 months,6 months,the nurses' theoretical and cultural level,professional skills and nursing quality control were evaluated.Result:After learning,the theoretical level of nurses,professional skills and job satisfaction were significantly increased(P=0.000,0.001,0.009).The nursing staff of disinfection and isolation nursing quality,nursing ward management quality,writing quality and patient satisfaction scores were improved in different degrees(P<0.05 or P<0.001),although the pressure ulcer monitoring score comparison,the difference was not statistically significant(P=0.908),but generally showed an increasing trend.Conclusion:The nursing group learning mode can improve the theoretical and professional skills level,the relevant nursing quality control indicators,patient satisfaction and job satisfaction,which is worthy of clinical promotion.
Objective:To explore the feasibility of nursing group learning model to improve the level of comprehensive surgical nursing.Method:The average age of the patients in our hospital was 75.6 years old,all the patients were involved in pediatrics and obstetrics,in order to improve the nursing level and improve the quality of nursing,from June to December 2016,nursing group learning model was carried out in our department.There were 4 groups,each group was equipped with one group leader and 7-8 members,the group study was conducted once a month for 1.5 hours,topics of study include advanced theories,techniques,methods,and recent treatment of rare new diseases in general surgery.Before start of the study,3 months,6 months,the nurses' theoretical and cultural level,professional skills and nursing quality control were evaluated.Result:After learning,the theoretical level of nurses,professional skills and job satisfaction were significantly increased(P=0.000,0.001,0.009).The nursing staff of disinfection and isolation nursing quality,nursing ward management quality,writing quality and patient satisfaction scores were improved in different degrees(P<0.05 or P<0.001),although the pressure ulcer monitoring score comparison,the difference was not statistically significant(P=0.908),but generally showed an increasing trend.Conclusion:The nursing group learning mode can improve the theoretical and professional skills level,the relevant nursing quality control indicators,patient satisfaction and job satisfaction,which is worthy of clinical promotion.
引文
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[14]肖华鹏,高娜,王娜,等.教学做一体化教学模式在高职护理专业外科护理学教学中的应用[J].护理研究,2017,31(8):988-990.
[15]沈勤,沈翠珍,杨莉莉,等.小组合作+任务驱动学习法在内科护理学课程中应用的主观评价调查[J].中国高等医学教育,2017(11):114-115.
[16]王素群.小组教学在护理学基础实操课中的应用[J].现代职业教育,2017(14):177.
[17]张萌.外科护理学教学中问题讨论式教学法的应用[J].世界最新医学信息文摘,2016,16(79):325.
[18]廖月霞,刘恒旸,渠吉皊,等.以小组为基础的研究性教学在护理管理学教学中的应用及评价[J].卫生职业教育,2016,34(17):74-75.
[19]李欣.通过等级医院评审提高儿科护理安全管理的体会[J].中国卫生产业,2016,13(4):140-142.
[20]熊云萍.小组教学模式在手术室护理带教中的应用效果[J].中国当代医药,2015,22(27):162-164.
[2]梁娟,陆浩.ICU护士核心能力培养及其系统方法论的应用探讨[J].护理学杂志,2015,30(3):92-95.
[3]刘璇,黄丽红,尤卫红.专科护理小组在护理质量控制中的作用[J].中华现代护理杂志,2011,17(19):2310-2312.
[4]梁园园,江智霞,张永春,等.体验式教学在护理教学中的应用现状与进展[J].护士进修杂志,2011,26(10):880-882.
[5]李乐之,路潜.外科护理学[M].5版.北京:人民卫生出版社,2012:15.
[6]Walsh T,Jairath N,Paterson M A,et al.Quality and safety education for nurses clinical evalution tool[J].J Nurs Educ,2010,49(9):517-522.
[7]陈金玉.医保中心综合外科专科护士实施继续教育效果评价[J].中国民康医学,2015,27(2):107-108.
[8]曹宴宾,潘丽华,尉姗姗.外科护士疾病手术治疗相关知识培训需求调查分析[J].护理学杂志,2013,28(4):12-13.
[9]曾亚珍,肖晓玲,张东华.护理文化建设在促进护理队伍稳定与发展中的应用与成效[J].全科护理,2015,13(4):357-360.
[10]任晓兰.患者满意度在护理质量控制中的作用[J].中外医疗,2011,30(20):161.
[11]樊建楠.小组合作学习模式在《外科护理学》教学中的应用[J].全科护理,2017,15(20):2545-2546.
[12]李茵.在普外科开展优质护理服务对提高护理质量的可行性研究[J].中国卫生标准管理,2016,7(16):199-200.
[13]张宏英.小组合作式学习在外科护理教学中的应用[J].经济技术协作信息,2016(29):31.
[14]肖华鹏,高娜,王娜,等.教学做一体化教学模式在高职护理专业外科护理学教学中的应用[J].护理研究,2017,31(8):988-990.
[15]沈勤,沈翠珍,杨莉莉,等.小组合作+任务驱动学习法在内科护理学课程中应用的主观评价调查[J].中国高等医学教育,2017(11):114-115.
[16]王素群.小组教学在护理学基础实操课中的应用[J].现代职业教育,2017(14):177.
[17]张萌.外科护理学教学中问题讨论式教学法的应用[J].世界最新医学信息文摘,2016,16(79):325.
[18]廖月霞,刘恒旸,渠吉皊,等.以小组为基础的研究性教学在护理管理学教学中的应用及评价[J].卫生职业教育,2016,34(17):74-75.
[19]李欣.通过等级医院评审提高儿科护理安全管理的体会[J].中国卫生产业,2016,13(4):140-142.
[20]熊云萍.小组教学模式在手术室护理带教中的应用效果[J].中国当代医药,2015,22(27):162-164.