PBL教学联合SBAR模式在危重患者床旁交接班中的应用  

Application of problem-based learning teaching combined with SBAR mode in bedside handover of critically ill patients

作　　者：邓娜[1] DENG Na(Department of Neurosurgery,Pingxiang People′s Hospital,Jiangxi Province,Pingxiang337000,China)

机构地区：[1]江西省萍乡市人民医院神经外科,江西萍乡337000

出　　处：《中国当代医药》2021年第36期204-207,共4页China Modern Medicine

基　　金：江西省卫生健康委科技计划项目(202140494)。

摘　　要：目的探讨以问题为导向的教学(PBL)联合标准化沟通模式(SBAR)在危重患者床旁交接班中的应用效果。方法选取2020年11月至2021年2月江西省萍乡市人民医院收治的120例危重患者作为研究对象,按随机数字表法分为对照组(n=60)和观察组(n=60)。对照组采用SBAR模式进行护理交接班管理,观察组采用PBL教学联合SBAR模式进行护理交接班管理。比较两组干预前及干预2个月时护士对危重患者整体情况掌握度;比较干预期两组的交接问题发生率、患者对交接班模式的满意度;比较干预前及干预2个月时两组护士的评判性思维能力[中文版批判性思维能力测量表(CTDI-CV)]。结果干预2个月,观察组护士对危重患者整体情况掌握度评分、CTDI-CV评分高于对照组,差异均有统计学意义(P<0.05);干预期间,观察组的交接问题发生率略低于对照组,差异无统计学意义(P>0.05);干预2个月,观察组对交接班的完整性、条理性、时效性和重点突出及总满意评分高于对照组,差异均有统计学意义(P<0.05)。结论PBL教学联合SBAR模式在危重患者床旁交接班中的应用较好,能提高患者整体情况掌握度与护士评判性思维能力,降低交接问题发生率,提升患者对交接班模式的满意度。Objective To explore the application effect of problem-based learning(PBL)teaching combined with standardized communication mode(SBAR)in bedside handover of critically ill patients.Methods A total of 120 critically ill patients admitted to Pingxiang People′s Hospital from November 2020 to February 2021 were selected as the research subjects.These patients were divided into the control group(n=60)and the observation group(n=60)according to random number table method.The patients in the control group adopted the SBAR model for nursing handover management,and the patients in the observation group adopted the PBL teaching combined with the SBAR model for nursing handover management.The nurses′mastery of the overall situation of critically ill patients before the intervention and 2 months after the intervention between the two groups were compared.The incidence of handover problems and patients′satisfaction with the handover mode during the intervention period were counted and compared.Critical thinking abilities of two groups of nurses[Chinese version of critical thinking disposition inventory(CTDI-CV)]before the intervention and at the end of the intervention 2 months were compared.Results After 2 months of intervention,the observation group′s nurses mastery scores and CTDI-CV scores of critically ill patients were higher than those of the control group,with statistical differences(P<0.05).During the intervention period,the observation group had a slightly lower rate of handover problems in the control group,without statistical significance(P>0.05).After the intervention for 2 months,the observation group′s scores for completeness,organization,timeliness,focus and total satisfaction of the handover were higher than those of the control group,with statistical differences(P<0.05).Conclusion The combination of PBL teaching and SBAR mode can be used in bedside handover of critically ill patients.It can improve the patients′overall situation mastery and nurses′critical thinking ability,reduce the incidence

关 键 词：危重症 问题教学法 标准化 床旁交接 

分 类 号：R473[医药卫生—护理学]