混合式教学模式在ICU实习护生临床带教中的应用效果  

Application effect of blending-learning model on clinical teaching for practice nursing students in ICU

作　　者：杨静[1] 张旭宁[1] 权明桃[2] 李晓娟[1] 陈芳[1] 王燕[1] Yang Jing;Zhang Xuning;Quan Mingtao;Li Xiaojuan;Chen Fang;Wang Yan(Department of ICU,Affiliated Hospital of Zunyi Medical College,Zunyi 563000,China;Department of Nursing,Affiliated Hospital of Zunyi Medical College,Zunyi 563000,China)

机构地区：[1]遵义医学院附属医院重症医学科,563000 [2]遵义医学院附属医院护理部,563000

出　　处：《中国实用护理杂志》2019年第23期1827-1831,共5页Chinese Journal of Practical Nursing

基　　金：遵义医学院第一临床学院教育教学改革计划(2015-014);贵州省省级重点学科护理学(黔学位合字ZDXK[2016]10号);贵州省"一流专业"重点建设项目(黔教高发[2017]158号).

摘　　要：目的探讨混合式教学模式在ICU实习护生临床带教中的应用效果.方法采用目的抽样方法,选取2016-2017年进入ICU实习的165名护生为研究对象,2016年采用传统教学模式的82名实习护生作为对照组,2017年在对照组基础上采用混合式教学模式的83名实习护生作为观察组,比较2组护生考核成绩及临床护理综合能力,并通过问卷调查2组护生对教学内容、学习氛围及机会等方面的满意度情况.结果观察组护生出科理论及技能操作成绩、临床护理综合能力及对教学内容、教学方法、语言表达、人际关系、学习氛围、学习机会及总体评价方面的满意度分别为(83.89 ± 7.01)、(93.05 ± 2.60)、(6.61 ± 1.15)、(3.64 ± 0.68)、(3.85 ± 0.77)、(3.76 ± 0.73)、(3.84 ± 0.91)、(3.68 ± 0.78)、(3.74 ± 0.81)、(3.73 ± 0.66)分,优于对照组的(69.93 ± 10.28)、(87.94 ± 3.11)、(5.51 ± 1.53)、(2.79 ± 0.84)、(2.69 ± 0.63)、(2.39 ± 0.52)、(2.01 ± 0.70)、(2.43 ± 0.57)、(2.50 ± 0.55)、(2.46 ± 0.55)分,差异有统计学意义(t=-14.235^-5.176,P<0.05);2组护生性别、年龄、学历层次、入科考试成绩及对教师素质、教学态度、工作态度、工作氛围及组织支持的满意度比较差异无统计学意义(P>0.05).结论混合式教学模式有利于提高ICU实习护生学习成绩、临床护理综合能力及满意度,促进临床教学质量的不断改进.Objective To explore the application effect of blending-learning model on clinical teaching for practice nursing students in ICU. Methods Totally 165 nursing students who practiced in ICU from 2016 to 2017 were selected by convenient sampling.82 nursing students in the traditional teaching mode were used as the control group in 2016, while 83 nursing students in the blending-teaching model on the basis of the control group were used as the observation group in 2017. Results The aspects of theory and skill operation, clinical nursing comprehensive ability, teaching content, teaching method, language expression, interpersonal relationship, learning atmosphere, learning opportunity and overall evaluation in nursing students of the observation group were (83.89±7.01),(93.05±2.60),(6.61±1.15),(3.64±0.68),(3.85±0.77),(3.76±0.73),(3.84±0.91),(3.68±0.78),(3.74±0.81),(3.73±0.66) points, which were higher than (69.93±10.28),(87.94±3.11),(5.51±1.53),(2.79±0.84),(2.69±0.63),(2.39±0.52),(2.01±0.70),(2.43±0.57),(2.50±0.55),(2.46±0.55) points in the control group, the differences were significant (t=-14.235--5.176, P<0.05).There was no significant difference between the two groups in terms of sex, age, educational level, scores of entrance examination, teachers′ quality, teaching attitude, work atmosphere and organizational support (P>0.05). Conclusions The blending-teaching model is beneficial to improve the learning achievement, clinical nursing comprehensive ability and satisfaction in nursing students who practiced in ICU, and promote the continuous improvement of clinical teaching quality.

关 键 词：重症监护病房 护生 混合式教学 临床带教 

分 类 号：R47-4[医药卫生—护理学] G642[医药卫生—临床医学]