“4P”临床护理教学模式的构建与实践探索  

Construction and Practical Exploration of the "4P" Clinical Nursing Teaching Model

作　　者：赵燕秋 杨秀梅 何秋艳 胡陈娇 杨缅艳 吴若嘉 ZHAO Yanqiu;YANG Xiumei;HE Qiuyan;HU Chenjiao;YANG Mianyan;WU Ruojia(The Third Affiliated Hospital of Kunming Medical University/Yunnan Cancer Hospital,Kunming City,Yunnan Province,China 650500)

机构地区：[1]昆明医科大学第三附属医院/云南省肿瘤医院,云南昆明650500

出　　处：《卫生职业教育》2023年第17期63-65,共3页HEALTH VOCATIONAL EDUCATION

基　　金：2022年云南省教育厅科学研究基金项目“基于4P构建临床护理教学新模式”(2022J0158)。

摘　　要：目的探讨“4P”临床护理教学模式在实习带教中的应用效果。方法选取2021年9月至2022年8月在我科实习的94名全日制大专护生为研究对象,分为对照组和实验组,对照组采用PBL联合情景模拟教学法,实验组采用“4P”临床护理教学模式,对比两组岗位胜任力、批判性思维能力及满意度。结果出科时,实验组岗位胜任力、批判性思维能力均优于对照组,两组满意度比较差异无统计学意义。结论与PBL联合情景模拟教学法相比,“4P”临床护理教学模式能更好地提高实习护生的岗位胜任力和批判性思维能力,实用性更强。Objective To explore the application effect of the"4P"clinical nursing teaching model in internship teaching.Methods 94 full-time nursing Junior Collegians who practiced in our department from September 2021 to August 2022 were selected as the research objects,and were divided into the control group and the experimental group.Results After graduation,the post competency and critical thinking ability of the experimental group were better than those of the control group,and there was no significant difference in the satisfaction between the two groups.Conclusion Compared with PBL combined scenario simulation teaching method,"4P"clinical nursing teaching mode can improve the post competency and critical thinking ability of nursing interns better,and is more practical.

关 键 词：“4P”临床护理教学模式 PBL联合情景模拟教学法 实习护生 

分 类 号：G420[文化科学—课程与教学论]