基于TBL+Bandura榜样理论的层级带教在消化内科新入职护士培训中的应用研究  

Application of hierarchical teaching based on team-based learning plus Bandura's role model theory in the training of newly-recruited nurses in department of gastroenterology

作　　者：朱姣[1] 张丽[1] 任晓阳 朱敏[1] 高楠 罗妙莎 Zhu Jiao;Zhang Li;Ren Xiaoyang;Zhu Min;Gao Nan;Luo Miaosha(Department of Gastroenterology,The First Affiliated Hospital of Xi'an Jiaotong University School of Medicine,Xi'an710061,China)

机构地区：[1]西安交通大学医学院第一附属医院消化内科,西安710061

出　　处：《中华医学教育探索杂志》2024年第11期1555-1560,共6页Chinese Journal of Medical Education Research

基　　金：陕西省创新能力支撑计划项目(2023-CX-TD-74)。

摘　　要：目的探究基于团队为基础的学习(team-based learning,TBL)结合班杜拉(Bandura)榜样理论的层级带教在提高新入职消化内科护士培训效果的可行性与有效性。方法将2019年7月至2023年7月消化内科新入职的98名护士根据入科顺序分为对照组(47人)和观察组(51名),对照组采用常规带教,观察组采用TBL+Bandura榜样理论的层级带教培训方式。比较两组护士理论与技能考核成绩、临床沟通能力、团队合作能力、培训效果及对教学满意度。结果培训后,观察组护士理论考核成绩和实践操作考核成绩分别为(81.69±4.26)分、(80.29±5.21)分,高于对照组的(77.57±4.16)分、(75.28±5.43)分,差异有统计学意义(P<0.05);培训后,两组护士建立和谐关系、倾听技巧、团队参与度、问题确认、信息传递和感受验证方面评分均明显提升,且观察组高于对照组;培训后,两组护士信任与支持、团队取向、团队领导、团队心智模型维度评分均明显提升,且观察组高于对照组;培训后,两组护士领导能力、危重患者监护、教学与合作、计划评估、沟通交流、专业发展维度评分均明显提升,且观察组高于对照组;观察组护士对教学满意度各维度评分高于对照组(P<0.05)。结论基于TBL+Bandura榜样理论的层级带教能提高消化内科新入职护士培训质量,可提升其临床沟通能力、团队合作能力和临床护理质量,有利于培养高素质消化内科临床护士。ObjectiveTo explore the feasibility and effectiveness of hierarchical teaching based on team-based learning(TBL)combined with Bandura's role model theory in improving the training effectiveness of newly hired gastroenterology nurses.MethodsThe 98 nurses recruited in the Department of Gastroenterology from July 2019 to July 2023 were divided into a control group(47)and an observation group(51)according to their order of enrollment.The control group received routine teaching,while the observation group received hierarchical teaching based on TBL plus Bandura's role model theory.The two groups were compared for theoretical and skill assessment scores,clinical communication skills,teamwork ability,training effectiveness,and satisfaction with teaching.ResultsAfter the training,the theoretical and practical assessment scores of the observation group were(81.69±4.26)and(80.29±5.21)points,respectively,which were significantly higher than the(77.57±4.16)and(75.28±5.43)points in the control group(P<0.05).After the training,both groups showed significant improvements in building harmonious relationships,listening skills,team participation,problem confirmation,information transmission,and validation of feelings,with the observation group scoring higher than the control group.After the training,the trust and support,team orientation,team leadership,and team mental model dimensions scores of both groups were significantly improved,and the observation group showed higher scores than the control group.After the training,the leadership ability,critical patient monitoring,teaching and cooperation,planning evaluation,communication,and professional development scores of both groups were significantly improved,and the observation group demonstrated higher scores than the control group.The observation group scored higher on various dimensions of teaching satisfaction than the control group(P<0.05).ConclusionsHierarchical teaching based on TBL plus Bandura's role model theory can improve the quality of training newly hired nurses i

关 键 词：护士培训 消化内科 团队基础学习 班杜拉榜样理论 层级带教 

分 类 号：R-05[医药卫生]