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作 者:李慧[1] 汪丽[1] 于海诗[1] 曾秋茹[1] 骆玲 张丽玲 邓芊 LI Hui;WANG Li;YU Haishi;ZENG Qiuru;LUO Ling;ZHANG Liling;DENG Qian(Department of Orthopedics, Shenzhen Children's Hospital, Shenzhen 518000,China)
出 处:《医药高职教育与现代护理》2022年第1期18-22,共5页Medical Higher Vocational Education and Modern Nursing
摘 要:目的研究基于PDCA管理干预的反思日记教学法对骨科实习护士评判性思维能力的影响。方法以骨科实习护士为对象,采用便利抽样法,选取实施PDCA管理干预前的2019级护生24人作为对照组,另取实施PDCA管理干预后的2020级护生24人作为干预组。分析两组护生书写的各48篇反思日记,比较两组护生反思日记书写优良率,评判性思维能力,以及对反思日记教学法的满意度。结果干预组护生反思日记书写优良率为95.83%(46/48)、评判性思维能力总分为(283.13±11.48)分,对照组护生反思日记书写优良率为41.67%(20/48)、评判性思维能力总分为(257.42±29.32)分,两组间差异有统计学意义(均P<0.01);干预组护生对反思日记教学法满意度高于对照组(P<0.05)。结论基于PDCA管理干预的反思日记教学法,能有效提高骨科实习护士反思日记书写质量、促进评判性思维能力的提升,有助于临床教学质量的持续改进和提升。Objective To study the influence of the reflective diary teaching method based on PDCA management intervention on the critical thinking ability of orthopedic intern nurses.Methods Orthopedic intern nurses were selected by the convenience sampling method,24 intern nurses from 2019 grade seemed as the control group,24 intern nurses from 2020 grade got the implementation of PDCA management intervention were selected to the intervention group.48 reflection diaries respectively written by the intern nurses in the two groups were analyzed to compare the quality of writing reflective diaries,critical thinking ability scores and satisfaction degree.Results The excellent rate of reflective diary writing was 95.83%(46/48)and the total score of critical thinking ability was 283.13±11.48 in the intervention group,while the excellent rate of reflective diary writing was 41.67%(20/48)and the total score of thinking ability was 257.42±29.32 in the control group(P<0.01),the satisfaction of intern nurses was higher in the intervention group than the control group(P<0.05).Conclusions The reflective diary teaching method based on PDCA management intervention can effectively improve the quality of intern nurses'reflective diary writing,promote the improvement of the critical thinking ability of intern nurses and contribute to the continuous improvement and promotion of the quality of clinical teaching.
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