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出 处:《中外医学研究》2014年第24期135-137,共3页CHINESE AND FOREIGN MEDICAL RESEARCH
摘 要:目的:探讨人性化带教在针灸科安全管理中的应用效果。方法:将笔者所在医院针灸科带教的40名实习护生按照随机数字表法分为观察组和对照组,每组20名。两组各纳入100例患者进行观察。带教期间,观察组20名实习护生行人性化带教模式,对照组20名实习护生行常规带教模式。统计实习期间两组患者安全事件的发生率,同时,调查两组实习护生对带教工作的满意度。结果:观察组100例患者中血肿、火罐后水泡、漏针、晕针安全事件的总发生率为11.0%,对照组为23.0%,两组比较差异有统计学意义(P<0.05)。观察组20名实习人员对护理安全管理中的实习环境、工作压力缓解效果、专业素质提升效果、工作激励效果的满意度均高于对照组,两组比较差异均有统计学意义(P<0.05)。结论:在针灸科安全管理中应用人性化带教模式能有效提高实习人员对带教工作的满意度,调动实习人员的工作积极性,降低科室安全事件的发生。Objective:To analyze the humanized teaching application in the safety management in the department of acupuncture and moxibustion. Method:40 nursing students of our acupuncture department were randomly divided into the control group and the observation group,each group of 20 cases. At the same time,both groups would accept 100 patients each. During the teaching period,the 20 nurses of control group would implement routine teaching mode,the 20 nurses of observation group will implement oriented teaching mode for nursing students.The statistics of patient safety events occurrence from two groups were analyzed,and also investigated both group members’degree of satisfaction on the guidance and teaching work.Result:The total safety rate of hematoma,blisters after cupping,needle,leakage treatment security incidents of the control group was 23.0%while the treatment group was 11.0%after treatment,and the difference between the two groups were statistically significant(P〈0.05). And it also find out that the patients were also more satisfying with the teaching practice environment, work pressure relief effect,professional quality,working incentive effect in observation group than that of control group(P〈0.05).Conclusion:The application of humanized teaching model in the safety management department of acupuncture and moxibustion showed that the humanized teaching model can effectively improve the satisfaction of nursing students during the learning process,arouse the enthusiasm of interns,and reduce the incidence of the department of security events.
分 类 号:R-4[医药卫生] G642[文化科学—高等教育学]
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