齐鲁护理杂志
齊魯護理雜誌
제로호리잡지
JOURNAL OF QILU NURSING
2014年
18期
12-13
,共2页
史爱玲%古力巴努·乌加木尼牙孜%张翠萍
史愛玲%古力巴努·烏加木尼牙孜%張翠萍
사애령%고력파노·오가목니아자%장취평
护理实习生%护理教育%排班制带教%一对一带教
護理實習生%護理教育%排班製帶教%一對一帶教
호리실습생%호리교육%배반제대교%일대일대교
Student nurses%Nursing education%Scheduling system teaching model%One to one teaching model
目的：比较一对一带教与排班制带教对护理实习生的教学效果。方法：采用随机数字表法将在我院实习的135名护理实习生分为实验组67名和对照组68名。实验组采用全程一对一带教模式；对照组入科第1周分配给带教老师实行一对一技能培训，第2周后由护士长单独排班，进入临床责任制护理阶段，实习生搭配不同临床护士排班共同负责同一班次，实行排班制带教。结果：实习1个月后，实验组护理实习生理论知识、操作技能以及沟通技巧等方面出科评分明显高于对照组（ P〈0.01）；带教老师和患者对护理实习生满意达标率均高于对照组（ P〈0.05）；实习1个月内护理缺陷和投诉发生率明显低于对照组（ P〈0.01， P〈0.05）。结论：与排班制带教相比，实行一对一带教模式的护理实习生工作能力、沟通技巧均明显提高，责任心、风险防范能力得以加强，充分调动了实习生的主观能动性，提高了护理教学质量。
目的：比較一對一帶教與排班製帶教對護理實習生的教學效果。方法：採用隨機數字錶法將在我院實習的135名護理實習生分為實驗組67名和對照組68名。實驗組採用全程一對一帶教模式；對照組入科第1週分配給帶教老師實行一對一技能培訓，第2週後由護士長單獨排班，進入臨床責任製護理階段，實習生搭配不同臨床護士排班共同負責同一班次，實行排班製帶教。結果：實習1箇月後，實驗組護理實習生理論知識、操作技能以及溝通技巧等方麵齣科評分明顯高于對照組（ P〈0.01）；帶教老師和患者對護理實習生滿意達標率均高于對照組（ P〈0.05）；實習1箇月內護理缺陷和投訴髮生率明顯低于對照組（ P〈0.01， P〈0.05）。結論：與排班製帶教相比，實行一對一帶教模式的護理實習生工作能力、溝通技巧均明顯提高，責任心、風險防範能力得以加彊，充分調動瞭實習生的主觀能動性，提高瞭護理教學質量。
목적：비교일대일대교여배반제대교대호리실습생적교학효과。방법：채용수궤수자표법장재아원실습적135명호리실습생분위실험조67명화대조조68명。실험조채용전정일대일대교모식；대조조입과제1주분배급대교로사실행일대일기능배훈，제2주후유호사장단독배반，진입림상책임제호리계단，실습생탑배불동림상호사배반공동부책동일반차，실행배반제대교。결과：실습1개월후，실험조호리실습생이론지식、조작기능이급구통기교등방면출과평분명현고우대조조（ P〈0.01）；대교로사화환자대호리실습생만의체표솔균고우대조조（ P〈0.05）；실습1개월내호리결함화투소발생솔명현저우대조조（ P〈0.01， P〈0.05）。결론：여배반제대교상비，실행일대일대교모식적호리실습생공작능력、구통기교균명현제고，책임심、풍험방범능력득이가강，충분조동료실습생적주관능동성，제고료호리교학질량。
Objective:To compare the teaching effect between one to one teaching model and scheduling system teaching model in the teaching of student nurses. Methods:135 student nurses who had clinical practice in our hospital were randomly divided into the experimen-tal group(n=67)and the control group(n=68). The one to one teaching model was adopted in the experimental group;the scheduling system teaching model was used in the control group. Results:The scores of theoretical knowledge,manipulitive skills and communication skills of the student nurses were significantly higher in the experimental group than the control group after one-month clinical practice( P〈0. 01);the satisfaction of teachers and patients with the student nurses was higher in the experimental group than the control group(P〈0. 05);the incidence of nursing deficiencies and complaints of patients about student nurses in one month of clinical practice was signifi-cantly lower in the experimental group than the control group(P〈0. 01,P〈0. 05). Conclusion:Compared with the scheduling system teaching model,the one to one teaching model can significantly improve working ability and communication skills of student nurses,en-hance their responsibility and capability of risk prevention and the quality of nursing teaching can also be improved.
