CAJ | 학술논문

目的：观察循证护理带教在手术室实习护士带教中的临床应用效果。方法随机抽取广州市天河区中医医院60名大专护理实习生，均分为实验组与对照组（n=30）。对照组采用传统带教模式带教，实验组采用循证护理带教模式带教，实习4周结束后观察2组实习护士的理论课、实践课成绩和提问能力、解决问题能力以及患者满意度评价，实习护士对带教老师的满意度评价。结果实验组实习护士的理论课、实践课平均成绩以及提问能力、解决问题能力明显高于对照组，2组比较差异有统计学意义（P<0.05）；患者对实验组的护生的满意度为93%，而对照组为73%。实习结束后，实验组对带教老师的专业基础知识水平、护理操作带教技能、工作责任心、教学方法、沟通能力（语言规范恰当）、教学态度等方面总的满意度为90%，而对照组为67%，2组比较差异有统计学意义（P<0.05）。结论循证护理带教有效提高了手术室实习护士的学习成绩、学习主动积极性和带教老师的水平。
목적：관찰순증호리대교재수술실실습호사대교중적림상응용효과。방법수궤추취엄주시천하구중의의원60명대전호리실습생，균분위실험조여대조조（n=30）。대조조채용전통대교모식대교，실험조채용순증호리대교모식대교，실습4주결속후관찰2조실습호사적이론과、실천과성적화제문능력、해결문제능력이급환자만의도평개，실습호사대대교로사적만의도평개。결과실험조실습호사적이론과、실천과평균성적이급제문능력、해결문제능력명현고우대조조，2조비교차이유통계학의의（P<0.05）；환자대실험조적호생적만의도위93%，이대조조위73%。실습결속후，실험조대대교로사적전업기출지식수평、호리조작대교기능、공작책임심、교학방법、구통능력（어언규범흡당）、교학태도등방면총적만의도위90%，이대조조위67%，2조비교차이유통계학의의（P<0.05）。결론순증호리대교유효제고료수술실실습호사적학습성적、학습주동적겁성화대교로사적수평。
Objective To observe the clinical result of evidence-based nursing in operation room to nurse students teaching. Methods 60 college nurse students were selected in Tianhe District, Guangzhou Chinese Medicine Hospital by way of random sampling and divided into experimental group and control group(n=30). The control group used the traditional teaching mode and the experimental group adopted the evidence-based nursing teaching mode. Four weeks later, their academic performance of theoretical courses and practice courses, questioning ability, problem-solving ability, patient satisfaction evaluation, and nurse satisfaction evaluation on teachers were observed. Results The average academic performance of theoretical courses and practice courses, the questioning ability and the problem-solving ability in the experimental group were remarkably higher than that of the control group, with apparent difference shown between the two groups (P<0.05). Patients’satisfaction with nursing students in the experimental group was 93%, while the control group was 73%. After the internship, the experimental group on the basis of professional knowledge of the teacher's teaching, nursing teaching operating skills, sense of responsibility, teaching methods, communication skills (language specification appropriate), and other aspects of teaching attitude total satisfaction was 90%, while the control group was 67%, the difference beween the two groups were statistically significant (P<0.05). Conclusion The evidence-based nursing teaching can effectively improve the academic performance and learning initiative of nurse students in the operation room and the teachers’teaching level.