中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2008年
24期
2586-2588
,共3页
形成性评价%导师制%新护士%笔记管理%教学方法
形成性評價%導師製%新護士%筆記管理%教學方法
형성성평개%도사제%신호사%필기관리%교학방법
Formative evaluation%Tutor system%New nurses%Note management%Teaching method
目的 探讨导师制管理模式下新护士学习笔记管理的方法,达到进一步完善临床专科教学管理的目的 .方法 选择24名在普外、胸科组接受培训的新护士,根据临床带教护士在不同时期具备的笔记教学与管理能力分为实验组和对照组,每组12名.对照组采用分阶段教学方法,学习笔记在教学组集中讲课、辅导和统一规划F逐步形成.实验组采取分阶段目标教学方法.带教护士与新护士实行一对一责任制的管理和指导,在教学第1阶段(施教阶段)应用形成性评价,对新护士学习笔记形成的方式进行干预.结果 新护士干预前后笔记的总篇数、人均篇数和小笔记人均篇数比较,差异有统计学意义(P<0.01).干预后学习笔记人均总篇数及大、小笔记人均篇数均达到管理目标.结论 合理地将导师制教学方法与传统的教学方法相结合,形成了手术室临床专科分阶段目标教学管理模式,取得良好的临床效果.
目的 探討導師製管理模式下新護士學習筆記管理的方法,達到進一步完善臨床專科教學管理的目的 .方法 選擇24名在普外、胸科組接受培訓的新護士,根據臨床帶教護士在不同時期具備的筆記教學與管理能力分為實驗組和對照組,每組12名.對照組採用分階段教學方法,學習筆記在教學組集中講課、輔導和統一規劃F逐步形成.實驗組採取分階段目標教學方法.帶教護士與新護士實行一對一責任製的管理和指導,在教學第1階段(施教階段)應用形成性評價,對新護士學習筆記形成的方式進行榦預.結果 新護士榦預前後筆記的總篇數、人均篇數和小筆記人均篇數比較,差異有統計學意義(P<0.01).榦預後學習筆記人均總篇數及大、小筆記人均篇數均達到管理目標.結論 閤理地將導師製教學方法與傳統的教學方法相結閤,形成瞭手術室臨床專科分階段目標教學管理模式,取得良好的臨床效果.
목적 탐토도사제관리모식하신호사학습필기관리적방법,체도진일보완선림상전과교학관리적목적 .방법 선택24명재보외、흉과조접수배훈적신호사,근거림상대교호사재불동시기구비적필기교학여관리능력분위실험조화대조조,매조12명.대조조채용분계단교학방법,학습필기재교학조집중강과、보도화통일규화F축보형성.실험조채취분계단목표교학방법.대교호사여신호사실행일대일책임제적관리화지도,재교학제1계단(시교계단)응용형성성평개,대신호사학습필기형성적방식진행간예.결과 신호사간예전후필기적총편수、인균편수화소필기인균편수비교,차이유통계학의의(P<0.01).간예후학습필기인균총편수급대、소필기인균편수균체도관리목표.결론 합리지장도사제교학방법여전통적교학방법상결합,형성료수술실림상전과분계단목표교학관리모식,취득량호적림상효과.
Objective To explore the method of studing the note-taking teaching management under the mode of tutor management for the new nurses and to furthermore complete the goal of clinical teaching management. Methods 24 new nurses received the training in the general surgery department and the ches separtment were chosen. They were divided into the experiment group and the control group according to the clinical teaching nurses' ability of note-taking teaching and management in different period, with 12 cases in each group. The control group adopted the stage-separated teaching method. The study note was graduately completed under the central teaching, instruetion and unified planing in the teaching research section. The experiment group adopted the stage-separated goal teaching method, and conducted one to one responsibility management and instruction system between the teaching nurses and the new nurses. The teaching research section applied the formative evaluation in the first stage (teacher teaching stage), and gave the intervention to the new nurses' mode resulted by studing note. Results There were statistical meanings in the total articles and average article for per person of notes and average article for per pelpson of little notes before and after the intervention(P<0.01).The total averatge article for per person of studying note and the articles for per person of large and little notes achieved the management goal. Conclusions The reasonable combination of tutor teaching method and the conventional teaching method produces the stage-separated goal teaching management mode in the operation room, and achieves a good clinical effect.
