分层次分阶段模式应用于护理带教效果分析(1)
[摘要] 目的 分层次分阶段模式应用于外科病房护理带教效果分析。 方法 选取2018年3～12月在我院外科病房进行实习的护理专业学生41名为观察组，采用分层次分阶段教学模式;选取2017年3～12月护理实习生40名为对照组，采用常规教学模式，评价两组实习生出科考核成績、实习生综合能力、对带教模式满意度。 结果 观察组实习生理论考核(94.15±2.10)分、操作考核成绩(92.19±1.27)分均高于对照组(86.34±1.24)分、(85.32±2.10)分，差异有统计学意义(P<0.05)。观察组带教老师对实习生操作运用能力、自主学习能力、人文素质、护患沟通能力等综合能力评价均高于对照组，差异有统计学意义(P<0.05)。观察组实习生对带教模式满意度97.56%高于对照组75.00%，差异有统计学意义(P<0.05)。 结论 在外科病房中实施分层次分阶段教学模式，可有效提高实习生出科考核成绩、实习生综合能力与满意度。
[关键词] 护理带教;分层次分阶段模式;自主学习能力;成绩考核
[中图分类号] R473.6 [文献标识码] B [文章编号] 1673-9701(2019)13-0149-03
[Abstract] Objective To analyze the effect of hierarchical and phased mode in applying to nursing teaching in surgical wards. Methods A total of 41 nursing students in the surgical ward of our hospital from March to December 2018 were enrolled as the observation group and were treated with hierarchical and phased mode. 40 nursing internship from March to December 2017 were selected as the control group and were treated with regular teaching mode. The scores of departmental rotation examination， the comprehensive ability of the interns， and the satisfaction of the teaching mode of the two groups were evaluated. Results The theoretical assessment(94.15±2.10) Points and the operational assessment scores(92.19±1.27) of the observation group were higher than (86.34±1.24) points and(85.32±2.10) points of the control group， and the difference was statistically significant(P<0.05). Teacher's evaluation of the interns' comprehensive ability such as operational ability， self-learning ability， humanistic quality， and communication ability was higher than that of the control group， and the difference was statistically significant(P<0.05). The interns' satisfaction with the teaching mode was 97.56% in the observation group， higher than that of the control group(75.00%)， and the difference was statistically significant(P<0.05). Conclusion The implementation of hierarchical and phased teaching mode in the surgical ward can effectively improve the departmental rotation examination results， the comprehensive ability and satisfaction of interns.
[Key words] Nursing teaching; Hierarchical and staged mode; Independent learning ability; Performance assessmen
临床实习阶段中学生需在医院各个科室病房工作实践中积累经验，将学校理论教学知识进行实际应用，完成理论与临床护理相结合的过程[1-2]。学生完成实习后方可参与相关资格考试，以完成由学生向护士职业的转变，临床科室中外科病房因实际工作量大、基础操作多等特点导致教学难度大，传统教学模式中带教老师按部就班的为实习生提供理论讲解与操作演示，已经无法较好满足实习要求，无法体现外科教学特色[3]。本文选取2018年3～12月间在我院进行实习的护理专业实习生，分析分层次分阶段模式与传统教学模式的应用效果，现报道如下。, http://www.100md.com(史俊丽)
[关键词] 护理带教;分层次分阶段模式;自主学习能力;成绩考核
[中图分类号] R473.6 [文献标识码] B [文章编号] 1673-9701(2019)13-0149-03
[Abstract] Objective To analyze the effect of hierarchical and phased mode in applying to nursing teaching in surgical wards. Methods A total of 41 nursing students in the surgical ward of our hospital from March to December 2018 were enrolled as the observation group and were treated with hierarchical and phased mode. 40 nursing internship from March to December 2017 were selected as the control group and were treated with regular teaching mode. The scores of departmental rotation examination， the comprehensive ability of the interns， and the satisfaction of the teaching mode of the two groups were evaluated. Results The theoretical assessment(94.15±2.10) Points and the operational assessment scores(92.19±1.27) of the observation group were higher than (86.34±1.24) points and(85.32±2.10) points of the control group， and the difference was statistically significant(P<0.05). Teacher's evaluation of the interns' comprehensive ability such as operational ability， self-learning ability， humanistic quality， and communication ability was higher than that of the control group， and the difference was statistically significant(P<0.05). The interns' satisfaction with the teaching mode was 97.56% in the observation group， higher than that of the control group(75.00%)， and the difference was statistically significant(P<0.05). Conclusion The implementation of hierarchical and phased teaching mode in the surgical ward can effectively improve the departmental rotation examination results， the comprehensive ability and satisfaction of interns.
[Key words] Nursing teaching; Hierarchical and staged mode; Independent learning ability; Performance assessmen
临床实习阶段中学生需在医院各个科室病房工作实践中积累经验，将学校理论教学知识进行实际应用，完成理论与临床护理相结合的过程[1-2]。学生完成实习后方可参与相关资格考试，以完成由学生向护士职业的转变，临床科室中外科病房因实际工作量大、基础操作多等特点导致教学难度大，传统教学模式中带教老师按部就班的为实习生提供理论讲解与操作演示，已经无法较好满足实习要求，无法体现外科教学特色[3]。本文选取2018年3～12月间在我院进行实习的护理专业实习生，分析分层次分阶段模式与传统教学模式的应用效果，现报道如下。, http://www.100md.com(史俊丽)