辨证施护教学法联合临床路径教学对新实习护士知识水平及护理质量的影响
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摘要
目的:观察辨证施护教学法联合临床路径教学对脑病科新实习护士知识水平及护理质量的影响。方法:选取2017年10月至2018年2月新实习护士30例作为对照组,采用临床路径教学;2018年3～7月新实习护士30例作为观察组,采用辨证施护教学法联合临床路径教学,对比两组新实习护士知识水平、护理质量及教学效果评价。结果:两组理论考试分值差异无统计学意义(P>0.05),观察组病例分析和操作技能分值均显著高于对照组(P<0.05);观察组提出正确治法、分析及诊断证候、提出中医护理方案及正确辨证施护评分均显著高于对照组(P<0.05);两组提高医疗面谈能力评分相比无明显差异(P>0.05),观察组提高综合问题分析能力、提高临床判断能力、增强团队协作能力评分均显著高于对照组(P<0.05)。结论:辨证施护教学法联合临床路径教学可显著提高脑病科新实习护士知识水平及护理质量,且对该教学模式评价较高。
Objective: To explore the effects of syndrome differentiation nursing teaching combined with clinical pathway teaching on the knowledge level and nursing quality of new intern nurses. Methods: A total of 30 new intern nurses, from October 2017 to February 2018, were selected as the control group and given clinical pathway; And 30 new intern nurses from March 2018 to July 2018, were selected as observation group, and they were given syndrome differentiation nursing teaching method combined with clinical pathway teaching. The knowledge level, nursing quality and teaching effect were compared between the two groups. Results: There was no significant difference in the score of theoretical examination between the two groups(P>0.05). The observation group showed higher scores of case analysis and operation skills than the control group(P<0.05); The observation group also showed higher scores of putting forward correct treatment, analysis and diagnosis of symptoms, putting forward TCM nursing program and correct dialectical nursing than the control group(P<0.05); There was no significant difference in improving the ability of medical interview between the two groups(P>0.05), while the observation group showed higher scores of improving the abilities of comprehensive problem analysis, clinical judgment and team cooperation than the control group(P<0.05). Conclusion: Syndrome differentiation nursing teaching combined with clinical pathway teaching can significantly improve the knowledge level and nursing quality of new intern nurses, and the evaluation of this teaching mode is high.
Objective: To explore the effects of syndrome differentiation nursing teaching combined with clinical pathway teaching on the knowledge level and nursing quality of new intern nurses. Methods: A total of 30 new intern nurses, from October 2017 to February 2018, were selected as the control group and given clinical pathway; And 30 new intern nurses from March 2018 to July 2018, were selected as observation group, and they were given syndrome differentiation nursing teaching method combined with clinical pathway teaching. The knowledge level, nursing quality and teaching effect were compared between the two groups. Results: There was no significant difference in the score of theoretical examination between the two groups(P>0.05). The observation group showed higher scores of case analysis and operation skills than the control group(P<0.05); The observation group also showed higher scores of putting forward correct treatment, analysis and diagnosis of symptoms, putting forward TCM nursing program and correct dialectical nursing than the control group(P<0.05); There was no significant difference in improving the ability of medical interview between the two groups(P>0.05), while the observation group showed higher scores of improving the abilities of comprehensive problem analysis, clinical judgment and team cooperation than the control group(P<0.05). Conclusion: Syndrome differentiation nursing teaching combined with clinical pathway teaching can significantly improve the knowledge level and nursing quality of new intern nurses, and the evaluation of this teaching mode is high.
引文
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[8]刘建军,康林之,刘永芬,等.中医辨证施护教学法初探[J].江西中医药大学学报,2018,30(4):95-96.
[9]裘秀月,肖雯晖,楼数慧,等.辨证施护情景模拟在中医护理实验教学中的设计与实施[J].中国高等医学教育,2015,6(10):14-15.
[10]杨复君,左勤.中医护理临床路径在头痛病人中的应用[J].护理研究,2016,30(36):4537-4539.
[11]丛艳,李仙群.消化道出血护理教学中临床护理路径的运用与研究[J].智慧健康,2018,4(6):95-96.
[12]朱洁,高长越,张莉莉.临床路径在神经内科临床实习教学中的应用[J].中华医学教育探索杂志,2017,16(9):928-931.
[13]吴小婉,谢华民.“辨证施护”在中医护理教学中的应用[J].现代临床护理,2003,2(2):59-61.
[2]汪麟,李继杨,孙连庆.基于中医养生理论的辨证施护对缺血性脑卒中恢复期患者的影响[J].中华护理杂志,2016,51(2):181-185.
[3]高海,张新勇.临床路径教学法在心血管介入医师培训中的应用[J].中国临床医生杂志,2016,44(10):19-21.
[4] Jabbour M, Newton A S, Johnson D, et al. Defining barriers and enablers for clinical pathway implementation in complex clinical settings[J]. Implementation Science,2018,13(1):139.
[5]董双华,高瑞英.临床路径式教学法在实习中应用的效果分析[J].中国护理管理,2015,15(S1):154-156.
[6]杨莉霞,曹振浜,王静,等.中医辨证施护对老年脑病患者运动功能恢复及生活质量的影响[J].中国地方病防治杂志,2016,31(12):74-75.
[7]邓莉.基于中医辨证施护理论对不稳定型心绞痛患者自我护理能力的培养及评估[J].长春中医药大学学报,2017,33(1):118-121.
[8]刘建军,康林之,刘永芬,等.中医辨证施护教学法初探[J].江西中医药大学学报,2018,30(4):95-96.
[9]裘秀月,肖雯晖,楼数慧,等.辨证施护情景模拟在中医护理实验教学中的设计与实施[J].中国高等医学教育,2015,6(10):14-15.
[10]杨复君,左勤.中医护理临床路径在头痛病人中的应用[J].护理研究,2016,30(36):4537-4539.
[11]丛艳,李仙群.消化道出血护理教学中临床护理路径的运用与研究[J].智慧健康,2018,4(6):95-96.
[12]朱洁,高长越,张莉莉.临床路径在神经内科临床实习教学中的应用[J].中华医学教育探索杂志,2017,16(9):928-931.
[13]吴小婉,谢华民.“辨证施护”在中医护理教学中的应用[J].现代临床护理,2003,2(2):59-61.