PBL教学法在临床护理管理中的应用  

The Application of PBL Instruction Method in Clinical Nursing Supervision

作　　者：宋淑平[1] 马丽娟[1] 金雁[2] 娄玉红[3] 康慧娟[3] 

机构地区：[1]哈尔滨医科大学附属第四医院护理部,黑龙江哈尔滨150001 [2]哈尔滨医科大学附属第四医院心内科,黑龙江哈尔滨150001 [3]哈尔滨医科大学附属第二医院普外科,黑龙江哈尔滨150086

出　　处：《现代生物医学进展》2012年第32期6385-6388,共4页Progress in Modern Biomedicine

摘　　要：目的:探讨PBL教学法在临床护理管理中的应用效果。方法:将临床科室护士长60名,随机分为观察组(n=30)和对照组(n=30)。对照组采用传统的护理管理模式;观察组采用PBL教学法应用于护理管理中,以解决临床护理问题,并分别从发现问题、分析问题、解决问题、自我学习、工作调控、掌握学科知识重难点,以及创新、协作沟通能力等8个方面进行问卷考评。结果:两组比较,观察组在发现问题、分析问题、解决问题、自我学习、创新、协作沟通能力等6个方面均高于对照组(P<0.05),工作调控、掌握学科知识重难点能力等2个方面虽有差异但无统计学意义。结论:PBL教学法应用于临床护理管理中,可以明显提高护理人员临床中发现问题、分析问题、解决问题、自我学习、创新、协作沟通等多方面的能力,为护理管理、护理人才培养提供了新思路。Objective： To investigate the value of PBL instruction method in clinical nursing supervision. Methods： Sixty clinical department head-nurses were randomly divided into observation group （n=30） and control group（n=30）. The control group adopt traditional nursing supervision mode to solve the clinical nursing problem. PBL instruction method was applied in nursing supervision in observation group. All investigate object were received Questionnaire test in eight aspects every month, involved detect problem, analyse problem, solve problem, self-learning, work control, grasp professional knowledge, innovate ability, cooperate and communicate ability. Results： There were no differences in the aspect of working control and grasp professional knowledge, but in other six aspects the study group was better than the control group. Conclusion： The application of PBL instruction method in clinical nursing supervision can obviously improved the mixed ability of head-nurse in solve problems of clinical nursing activity, also promoted the whole level of nursing.

关 键 词：PBL教学法 护理问题 护理管理 综合能力 

分 类 号：R47[医药卫生—护理学] G642[医药卫生—临床医学]