双主互动式方案在护理实习生带教实践中的应用效果  

Application effect of Double-Subject scheme in teaching practice of nursing interns

作　　者：何莲花[1] 雷佳芳 兰平[1] 刘晓姝[1] 孙文杰 HE Lianhua;LEI Jiafang;LAN Ping;LIU Xiaoshu;SUN Wenjie(Department of Nursing,Jiangxi Province Children′s Hospital,Jiangxi Province,Nanchang330006,China)

机构地区：[1]江西省儿童医院护理部,江西南昌330006

出　　处：《中国当代医药》2022年第29期165-168,共4页China Modern Medicine

基　　金：江西省卫生健康委科技计划项目(20203726)。

摘　　要：目的探索双主互动式教学在护理实习生带教中的应用效果。方法选取2019年6月至2021年7月于江西省儿童医院实习的380名护理实习生作为研究对象,按照入院实习先后顺序将2019年6月至2020年3月实习的177名护生设为对照组,将2020年7月至2021年3月实习的203名护生设为干预组。对照组采用常规带教法,干预组采用双主互动式方案带教法。比较两组护生培训后的操作与理论成绩、临床沟通能力、临床适应能力。结果两组护生培训后的操作考核、理论考核得分高于培训前,差异有统计学意义(P<0.05);干预组护生培训后的操作考核、理论考核得分高于对照组护生,差异均有统计学意义(P<0.05)。干预组护生临床适应能力得分中的和谐关系、敏锐倾听、确认患者问题、验证感受维度得分及总分高于对照组护生,差异均有统计学意义(P<0.05);但两组的共同参与维度与传递有效信息得分比较,差异无统计学意义(P>0.05)。干预组护生临床适应能力得分中的职业认知维度、情绪维度得分高于对照组护生得分,差异有统计学意义(P<0.05);两组护生的人际关系、行为表现维度及临床适应总分比较,差异无统计学意义(P>0.05)。结论双主互动式方案带教法可提升护理实习生的专业水平及沟通能力,但对其临床适应能力改善效果不明显。Objective To explore the application effect of Double-Subject scheme in teaching practice of nursing interns.Methods A total of 380 nursing interns who were interned in Jiangxi Province Children′s Hospital from June 2019 to July 2021 were selected as the research objects.According to the order of admission practice,177 nursing students who were interned from June 2019 to March 2020 were set as the control group,and 203 nursing students who were interned from July 2020 to March 2021 were set as the intervention group.The control group used conventional teaching method,and the intervention group used Double-Subject scheme teaching method.The operation and theoretical achievements,clinical communication ability and clinical adaptability of the two groups of nursing students after training were compared.Results The scores of operation assessment and theoretical assessment of the two groups of nursing interns after training were higher than those before training,and the differences were statistically significant(all P<0.05).The scores of operation assessment and theoretical assessment of nursing interns in the intervention group after training were higher than those in the control group,and the differences were statistically significant(P<0.05).The scores of harmonious relationship,keen listening,confirming patients′problems,verifying feelings and the total scores of nursing interns in the scores of clinical adaptability in the intervention group were higher than those in the control group,and the differences were statistically significant(P<0.05).However,there were no statistically significant difference in the scores of common participation dimension and transmitting effective information between the two groups(P>0.05).The scores of professional cognition and emotion in the clinical adaptability scores of nursing interns in the intervention group were higher than those in the control group,and the differences were statistically significant(P<0.05).There were no significant difference in the scores of interperson

关 键 词：护理实习生 临床带教 双主互动式教学 实习能力 

分 类 号：R643.2[医药卫生—外科学]