基于柯氏模型的双向六环护理教学在急诊科护生实习教学中的应用研究  

Application of a Kolb's model-based two-way six-step nursing training cycle in the teaching of nurse interns in the department of emergency

作　　者：孙阿巧 宋晔[1] 王雪虹 郝康娟 郝琳 李敏玲[1] Sun Aqiao;Song Ye;Wang Xuehong;Hao Kangjuan;Hao Lin;Li Minling(Emergency Center,The First Affiliated Hospital of Xi'an Jiaotong University,Xi'an 710061,China)

机构地区：[1]西安交通大学第一附属医院急诊中心,西安710061

出　　处：《中华医学教育探索杂志》2024年第9期1264-1269,共6页Chinese Journal of Medical Education Research

基　　金：陕西省科技研发计划项目(2023-YBSF-421)。

摘　　要：目的探究基于柯氏模型的双向六环护理教学在急诊科护生实习教学中的应用效果。方法选取2020年2月至2022年2月急诊科实习的52名护理本科学生作为对照组,给予常规教学;2022年3月至2023年2月进行实习的50名护生作为观察组,给予基于柯氏模型的双向六环护理教学。采用注册护生核心能力量表(competency inventory for registered nurse,CIRN)比较教学前后核心能力变化;采用护理专业学生自主学习能力测评量表比较自主学习能力;记录教学后急诊科相关错误发生率;采用医疗服务满意度问卷(patient satisfaction questionnaire,PSQ-18)评价护理满意程度。采用SPSS 22.0进行卡方检验和t检验。结果教学后,两组CIRN评分中各维度和护理专业自主学习能力评分中各维度均较教学前升高,且观察组得分([31.78±2.34)、(50.22±4.33)、(28.56±2.09)、(19.22±3.11)、(22.34±2.78)和(30.07±3.14)、(24.11±2.99)、(30.11±3.41)、(33.33±3.09)]高于对照组([30.88±2.22)、(48.34±3.88)、(27.59±2.52)、(17.77±3.08)、(20.88±2.55)和(28.67±2.09)、(22.56±2.44)、(27.99±3.03)、(31.33±3.44)];观察组诊疗计划执行错误和按标准执行操作错误的发生率(2.00%、0.00%),均低于对照组(19.23%、15.38%),差异有统计学意义(P=0.008和0.006),临场反应不佳、病历记录错误和医疗纠纷错误发生率与对照组差异没有统计学意义(P>0.05);教学后,观察组PSQ-18评分中各维度评分均高于对照组(P=0.002、0.001、0.014、0.008、<0.001)。结论基于柯氏模型的双向六环护理教学能显著提升急诊科护生核心能力和自主学习能力,避免诊疗计划执行错误和按标准执行操作错误发生,从而提升护生的护理服务水平。Objective To investigate the application effects of a two-way six-step nursing teaching model based on the Kolb's learning cycle in the teaching of nurse interns in an emergency department.Methods We assigned 52 undergraduate nursing students interning at the department of emergency from February 2020 to February 2022 to receive conventional teaching(control group)and 50 nurse interns from March 2022 to February 2023 to receive two-way six-step nursing teaching based on the Kolb's model(observation group).We evaluated the changes in core competencies before and after learning using the Competency Inventory for Registered Nurses(CIRN);assessed self-learning abilities using a nursing student self-learning ability assessment scale;recorded the incidence rates of related errors in the emergency department after learning;and assessed the level of satisfaction with nursing using the Patient Satisfaction Questionnaire(PSQ-18).SPSS 22.0 was used to perform the chi-square test and t-test.Results After learning,the scores of CIRN dimensions and self-learning ability dimensions were all increased in both groups,and these scores were significantly higher in the observation group[(31.78±2.34),(50.22±4.33),(28.56±2.09),(19.22±3.11),(22.34±2.78);(30.07±3.14),(24.11±2.99),(30.11±3.41),(33.33±3.09)]than in the control group[(30.88±2.22),(48.34±3.88),(27.59±2.52),(17.77±3.08),(20.88±2.55);(28.67±2.09),(22.56±2.44),(27.99±3.03),(31.33±3.44)].Compared with the control group,the observation group showed significantly lower incidence rates of errors in the execution of medical orders(19.23%vs.2.00%,P=0.008)and errors in practice in accordance with standards(15.38%vs.0.00%,P=0.006).There were no significant differences in the incidence rates of poor response on the spot,medical record errors,and medical dispute errors between the observation group and the control group(all P>0.05).The PSQ-18 scores in all dimensions of the observation group were significantly higher than those of the control group(P=0.002,0.001,0.014,

关 键 词：柯氏模型 双向六环 急诊科护生 核心能力 

分 类 号：R-05[医药卫生]