PBL结合医学模拟教学法在培养ICU专科护士临床能力中应用
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摘要
目的探讨将PBL结合医学模拟教学法在培养ICU专科护士临床能力中应用研究。方法将近年来我省护理质控中心的ICU专科护士分为2组,采用类实验研究方法,2014—2015年34名学员作为对照组,采用传统的临床带教法进行临床规范化培训;而2016—2017年32名学员作为观察组,采用PBL结合医学模拟教学法进行临床规范化培训;2组学员结业后,由临床基地组成考评委员会对学员的临床能力指标进行测评。结果观察组不仅在理论与操作成绩方面,而且在临床处置能力、护理沟通能力、健康教育能力、临床科研能力、临床教学能力、临床管理能力方面与对照组比较,差异有统计学意义(P<0.01)。结论采用PBL结合医学模拟教学法可以显著提高ICU专科护士临床能力。
Objective To explore the application of PBL combined with medical simulation teaching method in cultivating the clinical ability of ICU specialist nurses.Methods The experimental research method was applied.ICU specialist nurses from Nursing Quality Control Center of Hubei Province were divided into control group(n=34) and observation group(n=32).Nurses in the control group received clinical standardized training from 2014 to 2015 by traditional clinical teaching method and those in the observation groups from 2016 to 2017 by using PBL combined with medical simulation teaching methods.All nurses ' clinical ability was assessed by the evaluation committee.Results There were significant differencesbetween the 2 groups in terms of theoretical and operational scores,clinical practice ability,nursing communication ability,health education ability,clinical research ability,clinical teaching ability and clinical management ability(P<0.01).Conclusion PBL combined with medical simulation teaching method can significantly improve the clinical ability of ICU specialist nurses.
Objective To explore the application of PBL combined with medical simulation teaching method in cultivating the clinical ability of ICU specialist nurses.Methods The experimental research method was applied.ICU specialist nurses from Nursing Quality Control Center of Hubei Province were divided into control group(n=34) and observation group(n=32).Nurses in the control group received clinical standardized training from 2014 to 2015 by traditional clinical teaching method and those in the observation groups from 2016 to 2017 by using PBL combined with medical simulation teaching methods.All nurses ' clinical ability was assessed by the evaluation committee.Results There were significant differencesbetween the 2 groups in terms of theoretical and operational scores,clinical practice ability,nursing communication ability,health education ability,clinical research ability,clinical teaching ability and clinical management ability(P<0.01).Conclusion PBL combined with medical simulation teaching method can significantly improve the clinical ability of ICU specialist nurses.
引文
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[2]曹松梅,赵庆华,庄若,等.基于能级进阶的护士分层培训模式构建与实践[J].中国护理管理,2016,16(4):508-512DOI:10.3969/j.issn.1672-1756.2016.04.020.
[3]Komasawa N,Berg B W,Minami T.Hybrid Simulation Utilizing Problem-based Learning and Task Trainer for Central Venous Catheter Insertion Training[J].Am J Emergency Med,2017,35(9):1379.DOI:10.1016/j.ajem.2017.03.068.
[4]宋向秋,肖海,李志平.PBL教学法的发展历程及对中国医学教育的影响[J].中国高等医学教育,2013(7):96-97DOI:10.3969/j.issn.1002-1701.2013.07.049.
[5]Kuiper R,Heinrich C,Matthias A,et al.Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation[J].Int J Nurs Educ Scholarsh,2008,5:Article17.DOI:10.2202/1548-923X.1466.
[6]Dennis D,Furness A,Duggan R,et al.An Interprofessional Simulation-based Learning Activity for Nursing and Physiotherapy Students[J].CLIN SIMUL NURS,2017,13(10):501-510.DOI:10.1016/j.ecns.2017.06.002.
[7]周厚秀,朱京慈.护理本科生临床能力评价指标体系的构建[J].解放军护理杂志,2007,24(9):4-7.DOI:10.3969/j.issn1008-9993.2007.09.002.
[8]徐凤玲,查婷婷,朱瑞.安徽省ICU专科护士核心能力发挥现状调查分析[J].护理学报,2014,21(17):27-30.
[9]姚骏,胡志前.模拟医学在临床实践教学中的应用研究[J].中国实用医药,2014,9(32):258-259.DOI:10.14163/j cnki.11-5547/r.2014.32.210.
[10]邹红,李亚洁.同伴互助学习法在ICU护士核心能力培养中的应用[J].护理学报,2012,19(4B):11-14.DOI:103969/j.issn.1008-9969.2012.08.004.
[11]Al-Azri H,Ratnapalan S.Problem-based Learning in Continuing Medical Education:Review of Randomized Controlled Trials[J].Can Fam Physician,2014,60(2):157-165.
[12]Itatani T,Nagata K,Yanagihara K,et al.Content Analysis of Student Essays after Attending a Problem-based Learning Course:Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students[J]Healthcare,2017,5(3):47.DOI:10.3390/healthcare5030047.
[13]Sun C,Qi X.Evaluation of Problem-and Simulator-based Learning in Lumbar Puncture in Adult Neurology Residency Training[J].World Neurosurg,2018,109:e807-e811.DOI:10.1016/j.wneu.2017.10.093.
[14]Volk M S.Improving Team Performance Through Simulation-Based Learning[J].Otolaryngol clin North Am,2017,50(5):967-987.DOI:10.1016/j.otc.2017.05.008.
[15]隋树杰,仰曙芬.在临床模拟教学实践中强化护生人文精神培养[J].中国高等医学教育,2008(1):87-88.DOI:103969/j.issn.1002-1701.2008.01.044.