两种教学方法在儿科护士规范化培训中的比较研究
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摘要
目的探讨对儿科新入职的轮转护士采用临床路径教学法施教的教学效果。方法将参加规范化培训轮转至儿科的护士作为研究对象,2015年8月—2016年7月为对照组(n=38),2016年8月—2017年7月为路径组(n=42)。对照组采用传统的方法进行培训。路径组根据儿科专科护理要求及新护士基于岗位胜任力的培训需求调查结果制定培训路径,带教老师根据路径内容进行有计划的带教。出科前对轮转护士进行理论、操作等方面的综合评价。结果路径组理论考试、操作考核评分均显著高于对照组(P<0.05)。对照组护士不良事件发生2例,而路径组无不良事件发生。结论在儿科轮转护士带教中采用临床路径教学法能够在有限的时间内充分利用临床教学资源,显著提高教学效果。
Objective To investigate the effect of teaching method based on the clinical pathway in the standardized training for pediatric nurses. Methods According to the sequence of participation in standardized training, 38 nurses were recruited as the control group from August 2015 and July 2016, another 42 nurses were included as the path group from August 2016 and July 2017. The routine teaching method was adopted in the control group. In the path group, contents of the teaching pathway were established according to the training needs and principles of pediatric care, and courses were carried out strictly to the teaching pathway. The results of theory knowledge and clinical practice assessment, satisfactory degree of nurses were compared between two groups. Results Nurses in the path group achieved higher scores in theory knowledge and clinical practice assessment(P<0.05). During the job-rotation, there were 2 cases of nursing adverse events reported in the control group. Conclusion The teaching method based on the clinical pathway can facilitate teachers to make full use of teaching resource, which, in turn, improves the teaching efficacy in the standardized training for pediatric nurses.
Objective To investigate the effect of teaching method based on the clinical pathway in the standardized training for pediatric nurses. Methods According to the sequence of participation in standardized training, 38 nurses were recruited as the control group from August 2015 and July 2016, another 42 nurses were included as the path group from August 2016 and July 2017. The routine teaching method was adopted in the control group. In the path group, contents of the teaching pathway were established according to the training needs and principles of pediatric care, and courses were carried out strictly to the teaching pathway. The results of theory knowledge and clinical practice assessment, satisfactory degree of nurses were compared between two groups. Results Nurses in the path group achieved higher scores in theory knowledge and clinical practice assessment(P<0.05). During the job-rotation, there were 2 cases of nursing adverse events reported in the control group. Conclusion The teaching method based on the clinical pathway can facilitate teachers to make full use of teaching resource, which, in turn, improves the teaching efficacy in the standardized training for pediatric nurses.
引文
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[2] LAWAL A K,ROTTER T,KINSMAN L,et al.What is a clinical pathway Refinement of an operational definition to identify clinical pathway studies for a Cochrane systematic review[J].BMC Med,2016,14:35.
[3] PEARSON S D,GOULART-FISHER D,LEE T H.Critical pathways as a strategy for improving care:problems and potential[J].Ann Intern Med,1995,123(12):941-948.
[4] CLARK T J,YODER-WISE P S.Enhancing Trifocal Leadership Practices Using Simulation in a Pediatric Charge Nurse Orientation Program[J].J Contin Educ Nurs,2015,46(7):311-317.
[5] 王薇,牟旭红,丁莉,等.护士对护理知识需求的调查及分析[J].护理与康复,2011,10(1):10-12.
[6] 戴红霞,成翼娟.临床路径:科学、高效的医疗护理管理新模式[J].中华护理杂志,2003,38(3):208-211.
[7] COLANDREA M,ECKARDT P.Improving tracheostomy care delivery:instituting clinical care pathways and nursing education to improve patient outcomes[J].ORL Head Neck Nurs,2016,34(1):7-16.
[8] 陈亚梅,任健凤,陈翠萍.ICU本科护生临床教学路径的建立与应用成效研究[J].齐齐哈尔医学院学报,2012,33(2):221-223.
[9] 丁芬娟,毛雅琴,朱丽华,等.急诊科轮转护士规范化路径培训的实践[J].护理与康复,2015,14(12):1161-1162.
[10] 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(Z1):154-156.