基于Cabrera导联的教学方法在高危科室护士心电图培训中的应用
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摘要
目的评价基于Cabrera导联心电图教学方法在高危科室护士的心电图培训中的应用效果。方法 2015年6~10月选取随州市中心医院心内科、CCU、ICU、急救医学部共计106名高危科室在岗护士,采用随机数字表法分组,分别进行Wilson导联(对照组,53例)、Cabrera导联(观察组,53例)心电图教学培训。在课程结束后,对比两组学员的心电图知识考试成绩,发放问卷调查表调查学员对教学效果的满意度。结果观察组心电图考试成绩、教学满意度显著高于对照组(P<0.05)。结论基于Cabrera导联的心电图教学方法能够明显提高高危岗位护士的心电图判读能力,提高护士对心电图教学的满意度,为探索护理心电图教学新方式提供理论依据。
Objective To evaluate the application effect of Cabrera lead electrocardiogram teaching methods in ECG training of nurses in high risk department. Methods 106 nurses in high risk Departments of Cardiology, CCU, ICU and of Emergency Medical in Suizhou Central Hospital were selected from June to October 2015. They were divided into two groups by random number table, and given Wilson lead(control group consists of 53 cases) and Cabrera lead(observation group consists of 53 cases) ECG teaching training respectively. At the end of the course, the examination of performance of ECG knowledge was compared between the two groups, and the questionnaire survey was conducted to evaluate the satisfaction of students on teaching effectiveness. Results The scores of ECG examination and teaching satisfaction in the observation group were significantly higher than those in the control group(P < 0.05). Conclusion The teaching method of ECG based on Cabrera lead can obviously improve the ability of ECG interpretation of nurses in high-risk positions, which also can improve the satisfaction of nurses in teaching ECG, and provide a theoretical basis for exploring new methods of nursing ECG teaching.
Objective To evaluate the application effect of Cabrera lead electrocardiogram teaching methods in ECG training of nurses in high risk department. Methods 106 nurses in high risk Departments of Cardiology, CCU, ICU and of Emergency Medical in Suizhou Central Hospital were selected from June to October 2015. They were divided into two groups by random number table, and given Wilson lead(control group consists of 53 cases) and Cabrera lead(observation group consists of 53 cases) ECG teaching training respectively. At the end of the course, the examination of performance of ECG knowledge was compared between the two groups, and the questionnaire survey was conducted to evaluate the satisfaction of students on teaching effectiveness. Results The scores of ECG examination and teaching satisfaction in the observation group were significantly higher than those in the control group(P < 0.05). Conclusion The teaching method of ECG based on Cabrera lead can obviously improve the ability of ECG interpretation of nurses in high-risk positions, which also can improve the satisfaction of nurses in teaching ECG, and provide a theoretical basis for exploring new methods of nursing ECG teaching.
引文
[1]周峰宇,孙柳,赵立新,等.综合性医院心脏科护士常见心电图识别情况的调查分析[J].护理实践与研究,2014,11(2):96-98.
[2]张明莉.心血管疾病高发科室护士心电图监测技能对冠心病患者心电监护质量的影响[J].现代医学,2014(10):1251-1254.
[3]郑明霞,唐丽,曾义.心导管室护士对心电图知识掌握情况调查分析[J].西部医学,2014,26(3):380-382.
[4]钱柯柯.临床护士识别心电图能力及培训方法的研究进展[J].齐鲁护理杂志,2014,20(14):56-57.
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[7]张新萍,雷光明.PBL教学法在心电图教学中的应用研究[J].卫生职业教育,2009,27(16):46-47.
[8]代璐.基于网络教学平台的翻转课堂模式在心电图识图能力规范化培训中的应用[J].中国医药导报,2016,13(4):168-171.
[9]田桂莲.发现式教学法在《心电图》教学中的应用[J].护理学杂志,2006,21(3):15-16.
[10]杨玉佩,何诗雯,陈偶英.趣味教学法在《内科护理学》心电图教学中的应用[J].齐鲁护理杂志,2016,22(7):119-121.
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[12]吴杰.心电图常见问题解答[J].心电图杂志:电子版,2012(1):30-31.
[13]Kosuge M,Kimura K.Implications of Using the Cabrera Sequence for Diagnosing Acute Coronary Syndrome[J].Circ J,2016,80(5):1087-1096.
[14]Lam A,Wagner G S,Pahlm O.The classical versus the Cabrera presentation system for resting electrocardiography:Impact on recognition and understanding of clinically important electrocardiographic changes[J].J Electrocardiol,2015,48(4):476-482.
[15]Surawicz B,Childers R,Deal BJ,et al.AHA/ACCF/HRS Recommendations for the Standardization and Interpretation of the Electrocardiogram[J].Journal of the American College of Cardiology,2009,53(11):976-981.
[16]陈汉琴,刘明秀,姜广荣,等.心内科护士心电图知识培训方法与效果探讨[J].护理学杂志,2012,27(15):73-74.
[17]潘丽华,董玲玲.心血管专科护士对动态心电图报告认知状况调查分析[J].护理学杂志,2015,30(21):56-57.
[18]杨法,苏明兰,李小珠,等.12导联动态心电图在老年冠心病患者心肌缺血和心律失常诊断中的价值[J].中国医药科学,2016,6(11):172-174,185.
[19]任春霖,高学霞.心电向量在心电图教学中的作用及应用[J].中国医学物理学杂志,2012,29(4):3586-3588.
[20]杨毅波,何英泉,杨继超,等.冠心病心律失常的动态心电图与常规心电图应用对比评价[J].中国医药科学,2015,(2):23-25,39.
[21]Sgarbossa EB,Barold SS,Pinski SL,et al.Twelve-lead electrocardiogram:the advantages of an orderly frontal lead display including lead-a VR[J].J Electrocardiol,2004,37(3):141-147.
[22]Case RB,Moss AJ.Reco mmendation for revision of the standard presentation of the frontal plane ECG leads including reversal of lead a VR(to-a VR):it is time for a change[J].Ann Noninvasive Electrocardiol,2010,15(2):97-100.
[23]Pahlma US,O'brien JE,Pettersson J,et al.Comparison of teaching the basic electrocardiographic concept of frontal plane QRS axis using the classical versus the orderly electrocardiogram limb lead displays[J].Am Heart J,1997,134(6):1014-1018.
[2]张明莉.心血管疾病高发科室护士心电图监测技能对冠心病患者心电监护质量的影响[J].现代医学,2014(10):1251-1254.
[3]郑明霞,唐丽,曾义.心导管室护士对心电图知识掌握情况调查分析[J].西部医学,2014,26(3):380-382.
[4]钱柯柯.临床护士识别心电图能力及培训方法的研究进展[J].齐鲁护理杂志,2014,20(14):56-57.
[5]Thompson BM,Schneider VF,Haidet P,et al.Team-based learning at ten medical schools:two years later[J].Med Educ,2007,41(3):250-257.
[6]王海蓉,熊世熙,熊峰,等.心电图模块教学方法与传统教学方法实施效果的比较[J].中华医学教育杂志,2015,35(1):87-88.
[7]张新萍,雷光明.PBL教学法在心电图教学中的应用研究[J].卫生职业教育,2009,27(16):46-47.
[8]代璐.基于网络教学平台的翻转课堂模式在心电图识图能力规范化培训中的应用[J].中国医药导报,2016,13(4):168-171.
[9]田桂莲.发现式教学法在《心电图》教学中的应用[J].护理学杂志,2006,21(3):15-16.
[10]杨玉佩,何诗雯,陈偶英.趣味教学法在《内科护理学》心电图教学中的应用[J].齐鲁护理杂志,2016,22(7):119-121.
[11]陈琪.Cabrera导联(60)[J].临床心电学杂志,2009(3):239-239.
[12]吴杰.心电图常见问题解答[J].心电图杂志:电子版,2012(1):30-31.
[13]Kosuge M,Kimura K.Implications of Using the Cabrera Sequence for Diagnosing Acute Coronary Syndrome[J].Circ J,2016,80(5):1087-1096.
[14]Lam A,Wagner G S,Pahlm O.The classical versus the Cabrera presentation system for resting electrocardiography:Impact on recognition and understanding of clinically important electrocardiographic changes[J].J Electrocardiol,2015,48(4):476-482.
[15]Surawicz B,Childers R,Deal BJ,et al.AHA/ACCF/HRS Recommendations for the Standardization and Interpretation of the Electrocardiogram[J].Journal of the American College of Cardiology,2009,53(11):976-981.
[16]陈汉琴,刘明秀,姜广荣,等.心内科护士心电图知识培训方法与效果探讨[J].护理学杂志,2012,27(15):73-74.
[17]潘丽华,董玲玲.心血管专科护士对动态心电图报告认知状况调查分析[J].护理学杂志,2015,30(21):56-57.
[18]杨法,苏明兰,李小珠,等.12导联动态心电图在老年冠心病患者心肌缺血和心律失常诊断中的价值[J].中国医药科学,2016,6(11):172-174,185.
[19]任春霖,高学霞.心电向量在心电图教学中的作用及应用[J].中国医学物理学杂志,2012,29(4):3586-3588.
[20]杨毅波,何英泉,杨继超,等.冠心病心律失常的动态心电图与常规心电图应用对比评价[J].中国医药科学,2015,(2):23-25,39.
[21]Sgarbossa EB,Barold SS,Pinski SL,et al.Twelve-lead electrocardiogram:the advantages of an orderly frontal lead display including lead-a VR[J].J Electrocardiol,2004,37(3):141-147.
[22]Case RB,Moss AJ.Reco mmendation for revision of the standard presentation of the frontal plane ECG leads including reversal of lead a VR(to-a VR):it is time for a change[J].Ann Noninvasive Electrocardiol,2010,15(2):97-100.
[23]Pahlma US,O'brien JE,Pettersson J,et al.Comparison of teaching the basic electrocardiographic concept of frontal plane QRS axis using the classical versus the orderly electrocardiogram limb lead displays[J].Am Heart J,1997,134(6):1014-1018.