本科护生对临床学习环境的评价及改进对策  

Evaluation of Undergraduate Nursing Students on Clinical Learning Environment and Improvement Measures

作　　者：张善红 王丽娜[1] 

机构地区：[1]大连医科大学附属第二医院消化内1科,辽宁大连116023

出　　处：《中国继续医学教育》2016年第31期14-15,共2页China Continuing Medical Education

基　　金：大连医科大学教学改革项目(DYLX14B71);辽宁省教育科学"十二五"规划课题(JG15DB117);教育部人文社会科学研究专项(15JDGC011)

摘　　要：目的了解二、三本护生实习中期对临床学习环境的评价,有针对性地改进临床教学与管理工作。方法对2013年8月-2014年4月在大连医科大学附属第二医院的153名本科护生实习中期（第5个月）采用护理临床学习环境评价量表进行问卷调查。结果实习中期二、三本护生临床学习环境六个维度评价总分分别为（147.16±22.51）分、（162.68±20.74）分,为较满意;二、三本护生六个维度评价总分、各相同维度评价得分进行比较,均有统计学差异（P〈0.05）;临床学习环境评价分值排在最后五位的条目：二本护生个性化维度（3项）、参与性维度（1项）、任务定位维度（1项）;三本护生参与性维度（2项）、人际关系维度（2项）、个性化维度（1项）。结论临床教学及管理者应不断优化临床学习环境,以满足不同层次护生未来实际工作和发展需要。Objective To understand the evaluation of the clinical learning environment of two or three nursing students, and to improve the clinical teaching and management. Methods From August 2013 to April 2014, 153 undergraduate nursing students in the Second Affiliated Hospital of Dalian Medical University（fifth months） were investigated by questionnaire. Results The two or three mid-term clinical nursing students learning environment in six dimensions evaluation scores were（147.16±22.51）,（162.68±20.74） points, two or three of the nursing students in six dimensions of the same dimension evaluation score, evaluation scores were compared and statistically significant difference（P0.05）. The clinical learning environment evaluation scores ranked in the last five of the two entries： the nursing students personalized dimensions（3 items）, participation dimension（1 item）, task orientation dimensions（1 item）, three of the students participate in the dimension（2 items）, interpersonal dimensions（2 items）, personalized dimensions（1 item）. Conclusion Clinical teaching and management should continuously optimize the clinical learning environment, to meet the needs of different levels of nursing students in the future practical work and development.

关 键 词：学生 护理 本科 临床学习环境 临床教学 

分 类 号：R47[医药卫生—护理学]