CAJ | 학술논문

目的：探讨Seminar教学法和个性化辅导在护生临床沟通能力培训中的作用。方法选取71名实习护生为研究对象，按照随机数字表法分为对照组36人和干预组35人。干预组在人际沟通培训教学中运用Seminar教学法和个性化辅导，对照组采用传统教学方式（讲授＋案例举例）进行教学。干预前后，运用护生临床沟通能力测评量表评估两组护生的临床沟通能力，并对干预组进行教学反馈的调查。结果干预前，护生临床沟通能力总分干预组为（71．66±6．44）分，对照组为（71．24±6．34）分，差异无统计学意义（t＝-0．387，P＞0．05）。干预后，干预组护生临床沟通能力总分为（88．18±4．57）分，显著高于对照组的（72．67±5．89）分，差异有统计学意义（t＝11．382，P＜0．05），且除确认患者问题和传递有效信息两个维度外，其他维度得分干预组均高于对照组，差异有统计学意义（P＜0．05）。干预组对教学方法的满意度为94．29％。结论 Seminar教学法和个性化辅导针对性地给予个体干预，能充分调动护生学习的积极性，有效提高护生的临床沟通能力。
목적：탐토Seminar교학법화개성화보도재호생림상구통능력배훈중적작용。방법선취71명실습호생위연구대상，안조수궤수자표법분위대조조36인화간예조35인。간예조재인제구통배훈교학중운용Seminar교학법화개성화보도，대조조채용전통교학방식（강수＋안례거례）진행교학。간예전후，운용호생림상구통능력측평량표평고량조호생적림상구통능력，병대간예조진행교학반궤적조사。결과간예전，호생림상구통능력총분간예조위（71．66±6．44）분，대조조위（71．24±6．34）분，차이무통계학의의（t＝-0．387，P＞0．05）。간예후，간예조호생림상구통능력총분위（88．18±4．57）분，현저고우대조조적（72．67±5．89）분，차이유통계학의의（t＝11．382，P＜0．05），차제학인환자문제화전체유효신식량개유도외，기타유도득분간예조균고우대조조，차이유통계학의의（P＜0．05）。간예조대교학방법적만의도위94．29％。결론 Seminar교학법화개성화보도침대성지급여개체간예，능충분조동호생학습적적겁성，유효제고호생적림상구통능력。
Objective To study the effect of teaching method of Seminar and individual training on improving clinical communication ability of nursing students .Methods A total of 71 nursing students were selected and randomly divided into the intervention group ( n =35 ) and the control group ( n =36 ) .The intervention group received the communication training by the teaching method of Seminar and individual training , while the control group received the routine communication training .Before and after the intervention , clinical communication ability of nursing students was measured , and the situation of teaching feedback was investigated in the intervention group .Results Before the intervention, the scores of clinical communication ability were (71.66 ± 6.44) in the intervention group and (71.24 ±6.34) in the control group.There was no statistically significant difference between the intervention group and the control group (t=-0.387, P>0.05).After the intervention, the scores of communication ability were (88.18 ±4.57) in the intervention group and (72.67 ±5.89) in the control group.There was a statistically significant difference between two groups (t=11.382, P<0.05).Except for the dimensions of verifying patients ’ questions and giving effective information , the scores of other dimensions in the intervention group were significantly higher than those in the control group (P<0.05).And the satisfaction to the teaching method of the intervention group was 94.29%.Conclusions The teaching method of Seminar and individual training can fully mobilize the study enthusiasm of nursing students , and provide targeted training for nursing students, which can effectively improve the clinical communication ability of nursing students .