关怀素养培育对提高门急诊服务能力研究
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摘要
目的探讨关怀素养培养和教育模式对提高门急诊护士综合服务能力和服务质量的影响。方法选取我院2017年1—9月三个季度收治的门急诊患者116例作为对照组,选取2018年1—9月三个季度收治的门急诊患者128例作为观察组。对照组时间段为门急诊常规护理及管理模式,观察组时间段为门急诊护理人员接受关怀素养培育及考核教育模式后运行阶段。对比两组患者对门急诊护理服务满意,以及两个时间段门急诊护士共情能力和护理服务质量考核结果。结果观察组时间段患者对门急诊护理服务满意度明显高于对照组,差异有统计学意义(P <0.05);门急诊护理人员共情能力测试结果显示观察组共情反应水平明显高于对照组。观察组门急诊护理服务质量考核平均得分明显高于对照组,差异均有统计学意义(P <0.05)。结论关怀素养培养和教育模式能显著提高门急诊护士共情能力和服务质量,提高门急诊患者对护理服务满意度,提升门急诊护理人员综合服务能力。
Objective To explore the impact of care literacy training and education model on improving the comprehensive service ability and service quality of outpatients and emergency nurses. Methods A total of 116 emergency patients admitted to our hospital from January to September 2017 were selected as the control group. 128 outpatients who were admitted to the hospital from January to September 2018 were selected as observation groups. The time period of the control group is the routine nursing andmanagement mode of the emergency department. The observation period was the operation stage after the emergency nurses receive the care literacy training and assessment education mode. The two groups of patients were compared with the emergency nursing service, and the empathy ability and nursing service quality assessment results of the emergency nurses in the two time periods. Results The satisfaction of the emergency nursing service in the observation group was significantly higher than that in the control group, and the difference was statistically significant(P<0.05). The empathy ability test results of the emergency department nursing staff showed that the empathy response level of the observation group was significantly higher than that of the control group. The average score of quality assessment of emergency care service in the observation group was significantly higher than that in the control group, and the difference was statistically significant(P<0.05). Conclusion Care literacy training and education model can significantly improve the empathy ability and service quality of outpatients and emergency nurses, improve the satisfaction of outpatients and emergency patients with nursing services, and improve the comprehensive service ability of outpatients and emergency nurses.
Objective To explore the impact of care literacy training and education model on improving the comprehensive service ability and service quality of outpatients and emergency nurses. Methods A total of 116 emergency patients admitted to our hospital from January to September 2017 were selected as the control group. 128 outpatients who were admitted to the hospital from January to September 2018 were selected as observation groups. The time period of the control group is the routine nursing andmanagement mode of the emergency department. The observation period was the operation stage after the emergency nurses receive the care literacy training and assessment education mode. The two groups of patients were compared with the emergency nursing service, and the empathy ability and nursing service quality assessment results of the emergency nurses in the two time periods. Results The satisfaction of the emergency nursing service in the observation group was significantly higher than that in the control group, and the difference was statistically significant(P<0.05). The empathy ability test results of the emergency department nursing staff showed that the empathy response level of the observation group was significantly higher than that of the control group. The average score of quality assessment of emergency care service in the observation group was significantly higher than that in the control group, and the difference was statistically significant(P<0.05). Conclusion Care literacy training and education model can significantly improve the empathy ability and service quality of outpatients and emergency nurses, improve the satisfaction of outpatients and emergency patients with nursing services, and improve the comprehensive service ability of outpatients and emergency nurses.
引文
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[3]侯建敏,高媛.护理人员职业道德教育与人文关怀素质的培养[J].解放军医院管理杂志,2015,22(8):760.
[4]刘颖颜,明星,梅久红,等.上海市社区护士共情能力现状及影响因素的调查[J].解放军护理杂志,2016,33(22):26-28.
[5]戴竞皓,龚戬芳,郑舟军,等.浅谈护理管理路径对现代护士人文关怀素养的培育[J].管理观察,2017,4(20):146-148.
[6]马伟光,刘双,李峥.基于中国文化的“人”的概念解析及对护理的启示[J].中华护理杂志,2015,50(9):1095-1099.
[7]张颖,安文忠,单伟颖,等.护理人文关怀相关概念内涵解析[J].承德医学院学报,2017,35(5):449-450.
[8]刘义兰,杨雪娇,胡德英,等.护理人文关怀标准的研究进展[J].中华护理杂志,2014,49(12):1500-1505.
[9]王方星.护理人文关怀的历史渊源[J].中华现代护理杂志,2015,21(9):1006-1009.
[10]吕晶.人文关怀融入临床护理教学[J].实用中医内科杂志,2015,29(4):162-163.
[11]张晶.人文关怀能力在护理领域中的研究现状[J].齐鲁护理杂志,2015,21(12):50-52.
[12]王静,张金华.医院护理人文关怀制度化现状研究[J].护理研究,2016,30(7):878-880.