目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究  

Application research on multi-mode teaching guided by objective management in the standardized training of nursing students in the department of oncology

作　　者：刘月[1] 谢雨露[1] 杨淮蓉 邹婷婷 王革[2] Liu Yue;Xie Yulu;Yang Huairong;Zou Tingting;Wang Ge(Department of Oncology,Jinshan Hospital,The First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China;Department of Hematology,The First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China)

机构地区：[1]重庆医科大学附属第一医院金山医院肿瘤科,重庆400016 [2]重庆医科大学附属第一医院血液科,重庆400016

出　　处：《中华医学教育探索杂志》2023年第2期302-306,共5页Chinese Journal of Medical Education Research

基　　金：重庆医科大学校级教改课题(JY210332)。

摘　　要：目的探讨目标管理引导多模式教学在规培护生带教中的应用效果。方法采用整群抽样法将2019年4月至2020年4月某三甲医院肿瘤内科39名规培护生作为对照组,采用常规带教;2020年6月至2021年6月肿瘤内科40名规培护生作为试验组,应用目标管理引导多模式教学。研究两组理论及操作考核成绩、教学满意度、评判性思维能力及护患沟通能力的差异。应用SPSS 20.0进行t检验和卡方检验。结果试验组理论考试[(86.17±3.74)vs.(83.92±4.93)]及操作考核成绩[(92.83±2.19)vs.(90.74±3.52)]均高于对照组,差异均有统计学意义(P<0.05)。试验组教学满意度高于对照组[(46.10±2.96)vs.(42.67±2.45)],差异有统计学意义(P<0.05)。评判性思维方面,求知欲和分析能力方面差异有统计学意义(P<0.05);护患沟通能力方面,除收集信息差异无统计学意义外,其余差异均有统计学意义(P<0.05)。结论目标管理引导多模式教学可提高规培护生理论及操作技能能力、护患沟通能力及教学满意度。Objective To explore the application effect of multi-mode teaching guided by objective management in the standardized training of nursing students.Methods A total of 39 standardized training nursing students from April 2019 to April 2020 in the department of oncology of a tertiary hospital were selected as the control group by cluster sampling method and they received traditional teaching;40 standardized nursing students in the department of oncology from June 2020 to June 2021 were selected as the experimental group and the group adopted multi-mode teaching guided by objective management.The differences of theoretical and operational assessment scores,teaching satisfaction,critical thinking ability and nurse-patient communication ability between the two groups were studied.SPSS 20.0 was used for t-test and Chi-square test.Results The scores of theoretical assessment[(86.17±3.74)vs.(83.92±4.93)]and operational assessment[(92.83±2.19)vs.(90.74±3.52)]in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.05).The teaching satisfaction of the experimental group was higher than that of the control group[(46.10±2.96)vs.(42.67±2.45)],and the difference was statistically significant(P<0.05).There were statistically significant differences in critical thinking,intellectual curiosity and analytical skills(P<0.05).In terms of nurse-patient communication ability,except that there was no difference in collecting information,the rest were statistically significant(P<0.05).Conclusion Multi-mode teaching guided by objective management can improve the theoretical and operational ability of nurses,nurse-patient communication ability,and teaching satisfaction.

关 键 词：规培护生 目标管理法 多模式教学 

分 类 号：R-05[医药卫生]