分阶段教学在手术室护理带教中的应用探讨  

Discussion on the Application of Phased Teaching in Nursing Teaching in Operating Rooms

作　　者：林飞燕 LIN Feiyan(Department of Anesthesiology,the First Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510000,China)

机构地区：[1]广州中医药大学第一附属医院麻醉科,广东广州510000

出　　处：《中国继续医学教育》2023年第23期101-105,共5页China Continuing Medical Education

摘　　要：目的探讨分阶段教学在手术室护理带教中的应用效果。方法以2022年1—6月在广州中医药大学第一附属医院手术室实习的60名护理学生为研究对象,应用随机数字表法分为两组。对照组接受常规教学,观察组接受分阶段教学。对比两组学生的理论知识、基础操作技能、专科操作技能考核情况,护理带教效果、批判性思维能力、应急能力以及对教学方案满意度情况。结果教学结束后,观察组学生理论知识、基础操作技能、专科操作技能考核结果高于对照组,差异有统计学意义(P<0.001)。观察组学生护理带教效果评分(基本工作职责及流程掌握、常见术中护理要点掌握、常见术中操作配合熟练度、无菌观念、风险意识、职业防护意识)高于对照组,差异有统计学意义(P<0.001)。观察组学生护理批判性思维能力(认知成熟度、系统化、自信心、思想开放、分析能力、求知欲、寻找真相)评分高于对照组,差异有统计学意义(P<0.001);观察组护生应急能力(急救动手、手术配合、应急配合、病情观察)评分高于对照组,差异有统计学意义(P<0.001)。观察组学生对教学方案满意度高于对照组,差异有统计学意义(P<0.05)。结论在手术室护理带教中采用分阶段教学,护理带教效果显著,能够有效提高学生的理论知识、基础操作技能、专科操作技能考核成绩,学生的批判性思维能力以及应急能力显著提升,该护理方案获得了学生的一致认可。Objective To explore the application effect of phased teaching in nursing teaching in the operating room.Methods From January to June 2022,a total of 60 nursing students who interned in the operating room of the First Affiliated Hospital of Guangzhou University of Traditional Chinese Medicine were selected as research subjects and divided into two groups using a random number table method.The control group was given routine teaching,while the observation group was taught in phased.The assessment of theoretical knowledge,basic operational skills,and specialized operational skills,as well as the effectiveness of nursing teaching,critical thinking ability,emergency response ability,and satisfaction with teaching plans were compared between two groups of nursing students.Result After the teaching was completed,the students in observation group showed higher scores in theoretical knowledge,basic operational skills,and specialized operational skills compared to the control group,with statistically significant differences(P<0.001).The students in observation group had a higher nursing teaching effect score(basic job responsibilities and process mastery,common intraoperative nursing points mastery,proficiency in common intraoperative operation cooperation,aseptic concept,risk awareness and occupational protection awareness)than the control group,and the difference was statistically significant(P<0.001).The students in observation group scored higher in critical thinking skills in nursing(cognitive maturity,systematization,self-confidence,open-mindedness,analytical ability,thirst for knowledge,and seeking truth)compared to the control group,with a statistically significant difference(P<0.001);The emergency response ability(emergency handling,surgical cooperation,emergency cooperation,and condition observation)scores of students in observation group were higher than those of the control group,and the difference was statistically significant(P<0.001).The satisfaction with the teaching plan of the students in observation gro

关 键 词：分阶段教学 手术室护理 批判性思维能力 教学方案 生理论知识 基础操作技能 专科操作技能 

分 类 号：G642[文化科学—高等教育学]