情景领导理论在护理临床教学管理中的运用  

Situational leadership theory in clinical teaching of nursing

作　　者：陈惠卿[1] 王素娇[1] 童艳青[1] 毛雅梅[1] 黄静芳[1] 

机构地区：[1]浙江省金华市中心医院,浙江金华321000

出　　处：《中国农村卫生事业管理》2010年第6期422-424,共3页Chinese Rural Health Service Administration

摘　　要：目的:探讨护理临床教学管理的有效方法,提高教学质量。方法:将2008届141名护理毕业实习生作为观察组,采用情景领导理论进行带教管理,即根据实习生的成熟度将其分为四类,即R1(没有能力也无信心),R2(没有能力但有信心),R3(有能力但无信心),R4(既有能力也有信心),分别采取指令式、推销式、参与式、授权式等带教方式进行带教。将按传统方法进行带教的2007届149名护理毕业实习生作为对照组。结果:观察组实习生在医院组织的护理学基础考核中平均成绩均有不同程度的提高;基础护理操作及出入院护理程序应用技能考核的成绩在90分以上的人数高于对照组(P<0.01);对带教老师的评价问卷得分在优秀水平。结论:对护理毕业实习生运用情景领导理论进行带教管理,可以充分调动护生的学习及工作积极性,提高教学质量。Objective To explore the effective way of managing nursing clinical teaching and improving teaching quality. Methodsl41 nursing graduates of 2008 were assigned in the observation group, then educated with the situational leadership theory. They were divided into 4 categories ,that is R1 （with neither ability nor confidence）,R2 （with confidence ,but without ability）,R3（with ability,but without confidence）,R4（with both ability and confidence） and educated with ＂telling -- style＂ ＂selling -- style＂ ＂participating -- style＂ and ＂delegating -- style ＂. 149 nursing graduates of 2007 educated with traditional style were compared with them. Results Interns in the observation group have made improvements to a certain extent in their tests of basic nursing knowledge given by the hospital. Apparently, the number of interns in observation group who got a score above 90 is much more than their counterpart. The overall evaluation was excellence. Statistically, there is a quite distinguished difference,that is,P〈 0. 01. Conclusions Educating nursing interns with the situational leadership theory could fully inspire their passion of studying and working hence to improve teaching quality.

关 键 词：情景领导 护理实习生 临床教学 管理 

分 类 号：R-4[医药卫生]