多站式仿真教学与传统教学在护士规范化培训操作技能中的对比研究
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摘要
目的比较"多站式仿真教学"与传统教学在护士规范化培训在操作技能中的差异。方法选择2017年9月重庆医科大学附属永川医院(以下简称"我院")结业的规范化培训护士(以下简称"规培护士")为试验组,采用"多站式仿真教学"。选择我院2016年9月结业的规培护士为对照组,采用传统教学模式。比较两组的培训效果。结果试验组中具有本科学历的规培护士在基地的满意度、综合技能结业考核成绩、操作技能结业考核成绩高于对照组,差异有统计学意义(P<0.05);试验组中专科学历规培护士在基地满意度、急救技能结业考核成绩、操作技能结业考核成绩高于对照组,差异有高度统计学意义(P<0.01)。结论与传统的教学方法比较,"多站式仿真教学"更能提升规培护士对护理操作技能的掌握,提高其沟通能力、动手能力及综合能力,在规培护士的教育中"多站式仿真教学"具有更多的优势,值得在规培护士教学中推广。
Objective Comparing the difference between "multi-station simulation teaching" and traditional teaching in nurses′ standardized training and operation skills.Methods In Yongchuan Affiliated Hospital of Chongqing Medical University("our hospital" for short),nurses who graduated in our hospital in September 2017 were selected as experiment group,they were given "multi-station simulation teaching",nurses who graduated in September 2016 were selected as control group,they were given traditional teaching mode.Results The satisfaction of base,assessment of comprehensive skills scores and operating skills scores of nurses with bachelor degree in experiment group were higher than control group,the differences were statistically significant(P < 0.05);the satisfaction of base,emergency skill scores and operating skills scores of nurses with college degree in experiment group were higher than control group,the differences were statistically significant(P < 0.05).Conclusion Compared to traditional teaching methods,the "multi-station simulation teaching" model is more conducive to nurses to master the skills of nursing operations and improve their communication skills,hands-on abilities and comprehensive abilities,"multi-station simulation teaching" has more advantages and it is worth promoting in the teaching of nurses.
Objective Comparing the difference between "multi-station simulation teaching" and traditional teaching in nurses′ standardized training and operation skills.Methods In Yongchuan Affiliated Hospital of Chongqing Medical University("our hospital" for short),nurses who graduated in our hospital in September 2017 were selected as experiment group,they were given "multi-station simulation teaching",nurses who graduated in September 2016 were selected as control group,they were given traditional teaching mode.Results The satisfaction of base,assessment of comprehensive skills scores and operating skills scores of nurses with bachelor degree in experiment group were higher than control group,the differences were statistically significant(P < 0.05);the satisfaction of base,emergency skill scores and operating skills scores of nurses with college degree in experiment group were higher than control group,the differences were statistically significant(P < 0.05).Conclusion Compared to traditional teaching methods,the "multi-station simulation teaching" model is more conducive to nurses to master the skills of nursing operations and improve their communication skills,hands-on abilities and comprehensive abilities,"multi-station simulation teaching" has more advantages and it is worth promoting in the teaching of nurses.
引文
[1]刘艳平.仿真人模拟教学在急救护理技能教学中的应[J].护理学杂志,2009,24(1):29-30.
[2]张清,闫贵明,高雅杰,等.高仿真急救护理模拟教学对提高学生护理临床能力的作用[J].中国高等医学教育,2009(8):104-105,119.
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[6]刘锟,陈宏林,尤庆生,等.胸心外科医学生临床多站式技能考核的应用探讨[J].医学研究生学报,2014,6(27):636-638.
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[10]Edwards N,Hui ZD,Xin SL.Continuing education for nurses in Tianjin municipality,the People's Republic of China[J].Contin Educ Nurs,2001,32(1):31-37.
[11]李泉清,何开莲,何江,等.情景式教学对护生学习能力及操作能力的影响[J].国际护理学杂志,2015,34(7):982-984.
[12]周雪,孙建萍,杨支兰.多站式仿真教学在急救护理教学中的实践[J].中华现代护理杂志,2014,20(6):719-721.
[13]Anderw IS,Terry F,Elise SE,et al.Dentistry,nursingand medicine:acomparison of core competencies[J].Dent Educ,2005(69):1257-1271.
[14]Gonczi A.Future directions for vocational education in Australian secondary schools[J].Aust New Zeal J Vocat Educ Res,2001,5(1):77-108.
[15]刘锟,陈宏林,尤庆生,等.胸心外科医学生临床多站式技能考核的应用探讨[J].医学研究生学报,2014,27(6):636-638.
[16]Hnfors M,Grobe SJ.Nursing curriculum andcontinuing education:future directions[J].Int J MEd Inform,2004,73(7-8):591-598.
[17]王红,张茜茜,许红凤.情景式教学在护士岗前护换沟通培训中的应用[J].中国病案,2014,15(6):73-74.
[18]涂丽霞,邹晶莹.标准化病人在护理专业实习中期教学检查中的应用研究[J].考试周刊,2018(1):196.
[19]徐文彦,孙丽燕,陆乃青.新护士规培对其今后职业规划的影响[J].实用临床护理学杂志,2017,2(14):188-189.
[20]袁巧玲.神经外科规培护士教学存在的问题与对策[J].继续医学教育,2016,30(2):4-5.
[21]刘环,张伟,邓小冬,等.医学生健康素养现状调查及影响因素分析[J].中国医药导报,2017,14(35):33-35.
[2]张清,闫贵明,高雅杰,等.高仿真急救护理模拟教学对提高学生护理临床能力的作用[J].中国高等医学教育,2009(8):104-105,119.
[3]赵静霞.护理专业毕业多站式考核指标的建立与评价[D].长春:吉林大学,2009:10.
[4]张东华.图书馆服务质量评价指标构建方法~焦点访谈法[J].情报理论与实践,2012,35(1):91-95.
[5]熊杰平,朱庆欣,陈晓.儿科护理多站式仿真实训教学的实践[J].中华护理教育,2011,8(2):62-64.
[6]刘锟,陈宏林,尤庆生,等.胸心外科医学生临床多站式技能考核的应用探讨[J].医学研究生学报,2014,6(27):636-638.
[7]Duchscher JE.Out in the realworld:newly graduatednurses in acute-carespeakout[J].J Nurs Admin,2001,31(12):569.
[8]Macintosh J.Reworking professional nursing identity[J].West Nurs Res,2003,25(6):725-741.
[9]张春梅,陈晶,朱慧芬,等.护士职业认同的现状及其特点研究[J].中国医院,2010,14(9):31-34.
[10]Edwards N,Hui ZD,Xin SL.Continuing education for nurses in Tianjin municipality,the People's Republic of China[J].Contin Educ Nurs,2001,32(1):31-37.
[11]李泉清,何开莲,何江,等.情景式教学对护生学习能力及操作能力的影响[J].国际护理学杂志,2015,34(7):982-984.
[12]周雪,孙建萍,杨支兰.多站式仿真教学在急救护理教学中的实践[J].中华现代护理杂志,2014,20(6):719-721.
[13]Anderw IS,Terry F,Elise SE,et al.Dentistry,nursingand medicine:acomparison of core competencies[J].Dent Educ,2005(69):1257-1271.
[14]Gonczi A.Future directions for vocational education in Australian secondary schools[J].Aust New Zeal J Vocat Educ Res,2001,5(1):77-108.
[15]刘锟,陈宏林,尤庆生,等.胸心外科医学生临床多站式技能考核的应用探讨[J].医学研究生学报,2014,27(6):636-638.
[16]Hnfors M,Grobe SJ.Nursing curriculum andcontinuing education:future directions[J].Int J MEd Inform,2004,73(7-8):591-598.
[17]王红,张茜茜,许红凤.情景式教学在护士岗前护换沟通培训中的应用[J].中国病案,2014,15(6):73-74.
[18]涂丽霞,邹晶莹.标准化病人在护理专业实习中期教学检查中的应用研究[J].考试周刊,2018(1):196.
[19]徐文彦,孙丽燕,陆乃青.新护士规培对其今后职业规划的影响[J].实用临床护理学杂志,2017,2(14):188-189.
[20]袁巧玲.神经外科规培护士教学存在的问题与对策[J].继续医学教育,2016,30(2):4-5.
[21]刘环,张伟,邓小冬,等.医学生健康素养现状调查及影响因素分析[J].中国医药导报,2017,14(35):33-35.