中国医药指南
中國醫藥指南
중국의약지남
CHINA MEDICINE GUIDE
2013年
20期
469-470
,共2页
情景模拟%培训%新护士%应急能力
情景模擬%培訓%新護士%應急能力
정경모의%배훈%신호사%응급능력
Situational simulation%Training%The new nurse%Emergency response capacity
目的探讨情景模拟教学法在新护士应急能力培训中应用的效果。方法将本院2011年6月至2011年12月新入院的护士23名作为实验组，2010年6月至2010年12月新入院的护士20名作为对照组。对照组按照传统方法即老师讲新护士听的教学法培训，实验组采用拟定的临床可能出现的急诊表现及应急情景进行模拟培训。于培训结束后考核新护士相关理论知识、单项技术操纵和综合操作（如应急流程），并进行问卷调查。结果实验组护士综合操作较规范熟练，理论考试和单项技术操作考试成绩均明显高于对照组(P<0.01)。问卷调查结果显示情景模拟教学法更能激发新护士的学习兴趣，安全意识、沟通协调能力和应急能力提高。结论情景模拟教学法能使抽象的知识具体化、形象化，并使理论和实践有机的相结合，是提高新护士综合应急能力的有效办法。
目的探討情景模擬教學法在新護士應急能力培訓中應用的效果。方法將本院2011年6月至2011年12月新入院的護士23名作為實驗組，2010年6月至2010年12月新入院的護士20名作為對照組。對照組按照傳統方法即老師講新護士聽的教學法培訓，實驗組採用擬定的臨床可能齣現的急診錶現及應急情景進行模擬培訓。于培訓結束後攷覈新護士相關理論知識、單項技術操縱和綜閤操作（如應急流程），併進行問捲調查。結果實驗組護士綜閤操作較規範熟練，理論攷試和單項技術操作攷試成績均明顯高于對照組(P<0.01)。問捲調查結果顯示情景模擬教學法更能激髮新護士的學習興趣，安全意識、溝通協調能力和應急能力提高。結論情景模擬教學法能使抽象的知識具體化、形象化，併使理論和實踐有機的相結閤，是提高新護士綜閤應急能力的有效辦法。
목적탐토정경모의교학법재신호사응급능력배훈중응용적효과。방법장본원2011년6월지2011년12월신입원적호사23명작위실험조，2010년6월지2010년12월신입원적호사20명작위대조조。대조조안조전통방법즉로사강신호사은적교학법배훈，실험조채용의정적림상가능출현적급진표현급응급정경진행모의배훈。우배훈결속후고핵신호사상관이론지식、단항기술조종화종합조작（여응급류정），병진행문권조사。결과실험조호사종합조작교규범숙련，이론고시화단항기술조작고시성적균명현고우대조조(P<0.01)。문권조사결과현시정경모의교학법경능격발신호사적학습흥취，안전의식、구통협조능력화응급능력제고。결론정경모의교학법능사추상적지식구체화、형상화，병사이론화실천유궤적상결합，시제고신호사종합응급능력적유효판법。
Objective To investigate the scene simulation teaching method in the applications of new nurses, emergency ability training effect. Methods In our hospital from June 2011 to December 2011, the new hospital nurse 23 as experimental group, from June 2010 to December 2010, the new hospital nurses 20 cases as control group. Control group according to the traditional method that teacher speak the new nurses to the teaching method of training, the experimental group uses the proposed clinical possible emergency and emergency situation of simulation training. Assessment after the training of new nurses technologies related theory knowledge, manipulation and integrated operations (such as emergency process), and questionnaire survey. Results Experimental group nurses comprehensive operation speciifcation, theory test and monomial technical operation test scores were signiifcantly higher than control group (P<0.01). Survey results show that the scene simulation teaching method can stimulate the new nurses' interest in learning more, safety awareness, enhance communication and coordination ability and emergency ability. Conclusion Scene simulation teaching method can make the abstract knowledge embodied, visualization, and makes the organic combination of theory and practice, is an effective way to improve the new nurses comprehensive emergency ability.
