床旁综合能力教学法在临床护理教学中的研究
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摘要
目的:比较传统教学与床旁综合能力教学在普外科临床护理教学中的效果,探求适合普外科护理教学的模式。方法:将2014年12月-2015年12月在普外科实习的60名护理实习生作为研究对象,将2014年12月-2015年6月普外科的30名护理实习生设为对照组,2015年7-12月普外科的30名护理实习生设为试验组。比较两组护理实习生在自我满意度、护士满意度方面的问卷调查结果及评判性思维能力。结果:试验组在自我满意度调查、护士满意度调查、评判性思维能力三个方面均优于对照组,差异均有统计学意义(P<0.05)。结论:床旁综合能力教学较传统教学在普外科护理临床教学中有一定的价值优势,值得推广。
Objective:To compare the effect of traditional teaching and bedside comprehensive ability teaching in clinical nursing teaching in department of general surgery,and to explore the model suitable for general surgical nursing teaching.Method:A total of 60 nursing interns in general surgery from December 2014 to December 2015 were selected as subjects of study.Selected 30 nursing interns in general surgery from December 2014 to June 2015 as the control group,and 30 nursing trainees from July to December 2015 as the experimental group.Compared the results of questionnaire survey and critical thinking ability of two groups of nursing interns in self satisfaction,nurse satisfaction.Result:In the survey of self satisfaction,nurse satisfaction,and the critical thinking ability,the experimental group were better than those of the control group,the differences were statistically significant(P<0.05).Conclusion:The teaching of bedside comprehensive ability has a certain value advantage compared with the traditional teaching in clinical nursing teaching in department of general surgery,and it is worth popularization.
Objective:To compare the effect of traditional teaching and bedside comprehensive ability teaching in clinical nursing teaching in department of general surgery,and to explore the model suitable for general surgical nursing teaching.Method:A total of 60 nursing interns in general surgery from December 2014 to December 2015 were selected as subjects of study.Selected 30 nursing interns in general surgery from December 2014 to June 2015 as the control group,and 30 nursing trainees from July to December 2015 as the experimental group.Compared the results of questionnaire survey and critical thinking ability of two groups of nursing interns in self satisfaction,nurse satisfaction.Result:In the survey of self satisfaction,nurse satisfaction,and the critical thinking ability,the experimental group were better than those of the control group,the differences were statistically significant(P<0.05).Conclusion:The teaching of bedside comprehensive ability has a certain value advantage compared with the traditional teaching in clinical nursing teaching in department of general surgery,and it is worth popularization.
引文
[1]杨英,高芳,方云.以护生为主体的随机性床边护理查房在临床教学中的应用[J].护理学杂志,2008,23(9):61-62.
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[4]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[5]臧莉,王艳,陈辉容,等.现代教育理念对普外科护理教学的启示[J].齐鲁护理杂志,2014,20(20):111-112.
[6]赵峰.试论高等医学院校的创新教育体系[J].中国高等医学教育,2003(4):33-52.
[7]郑蔚颖.PBL在中国护理教育中的应用现状分析及对策[J].齐齐哈尔医学院学报,2010,27(10):1619-1620.
[8]陈姝妮,李洪艳,樊健.PBL与LBL相结合的教学法在本科临床护理教学中的应用[J].激光杂志,2011,37(5):75.
[9]彭凌湘,李琦,马维红,等.PBL教学法在妇产科护理教学中的应用效果[J].中国医药导报,2014,35(32):127-129.
[10]徐剑鸥,曹松梅,罗彩凤,等.以胜任力为导向的护理床旁教学模式实践[J].中国护理管理,2017,17(2):198-201.
[11]刘红卫.护理临床教学现状与展望[J].护理研究,2004,18(19):1705-1706.
[12]高萍,秦玉霞,袁秀娟.临床护理教学中师资培训现状调查研究与分析[J].临床护理杂志,2011,10(6):72-74.
[13]胡明娟,沈国红,沈丽青.床边综合能力培训在临床护理教学中的效果观察[J].当代护士:下旬刊,2015,23(10):160-162.
[14]郭姗姗.床旁教学在《基础护理学》教学中的作用[J].科技信息,2013,30(10):263.
[2]彭鸿英,王海英,王良玉.床旁教学法在妇产科教学中的应用[J].教育教学论坛,2014,6(14):114-115.
[3]梁燕.护理床旁教学的模式和实施策略[J].中华护理杂志,2010,45(10):917-918.
[4]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[5]臧莉,王艳,陈辉容,等.现代教育理念对普外科护理教学的启示[J].齐鲁护理杂志,2014,20(20):111-112.
[6]赵峰.试论高等医学院校的创新教育体系[J].中国高等医学教育,2003(4):33-52.
[7]郑蔚颖.PBL在中国护理教育中的应用现状分析及对策[J].齐齐哈尔医学院学报,2010,27(10):1619-1620.
[8]陈姝妮,李洪艳,樊健.PBL与LBL相结合的教学法在本科临床护理教学中的应用[J].激光杂志,2011,37(5):75.
[9]彭凌湘,李琦,马维红,等.PBL教学法在妇产科护理教学中的应用效果[J].中国医药导报,2014,35(32):127-129.
[10]徐剑鸥,曹松梅,罗彩凤,等.以胜任力为导向的护理床旁教学模式实践[J].中国护理管理,2017,17(2):198-201.
[11]刘红卫.护理临床教学现状与展望[J].护理研究,2004,18(19):1705-1706.
[12]高萍,秦玉霞,袁秀娟.临床护理教学中师资培训现状调查研究与分析[J].临床护理杂志,2011,10(6):72-74.
[13]胡明娟,沈国红,沈丽青.床边综合能力培训在临床护理教学中的效果观察[J].当代护士:下旬刊,2015,23(10):160-162.
[14]郭姗姗.床旁教学在《基础护理学》教学中的作用[J].科技信息,2013,30(10):263.