CAJ | 학술논문

目的：探讨整体教学中，PDCA循环模式在护生操作差错教学中的应用效果。方法以2011年6月-2012年5月实习护生153名作为对照组，采用传统教学方法；以2012年6月-2013年5月159名实习护生为研究组，开展PDCA循环模式的操作教学活动，收集两组护生科室及护理部操作考核成绩、实习期间护理操作差错调查表，对比两组实习生数据资料的差异性。结果对照组护生科室操作考核和护理部操作考核成绩分别为（82．64±2．37），（73．06±3．04）分；研究组分别为（83．67±3．44），（74．53±3．52）分，均高于对照组，两组比较差异有统计学意义（t值分别为-3．3684，-3．9413；P＜0．05）。对照组护生实习期间护理差错总发生率为40．5％，研究组为28．9％，两组比较差异有统计学意义（χ2＝4．6292，P＜0．05）。两组护生组主要护理错误发生的时间段分布差异无统计学意义（P ＞0．05）；护理错误主要发生在实习初期，实习末期发生的最少。结论临床教学中将PDCA循环的模式运用于护生差错教学是有效可行的，运用科学管理的理念指导护生教学，有助于减少护生临床操作差错发生率，不断完善教学管理体系。
목적：탐토정체교학중，PDCA순배모식재호생조작차착교학중적응용효과。방법이2011년6월-2012년5월실습호생153명작위대조조，채용전통교학방법；이2012년6월-2013년5월159명실습호생위연구조，개전PDCA순배모식적조작교학활동，수집량조호생과실급호리부조작고핵성적、실습기간호리조작차착조사표，대비량조실습생수거자료적차이성。결과대조조호생과실조작고핵화호리부조작고핵성적분별위（82．64±2．37），（73．06±3．04）분；연구조분별위（83．67±3．44），（74．53±3．52）분，균고우대조조，량조비교차이유통계학의의（t치분별위-3．3684，-3．9413；P＜0．05）。대조조호생실습기간호리차착총발생솔위40．5％，연구조위28．9％，량조비교차이유통계학의의（χ2＝4．6292，P＜0．05）。량조호생조주요호리착오발생적시간단분포차이무통계학의의（P ＞0．05）；호리착오주요발생재실습초기，실습말기발생적최소。결론림상교학중장PDCA순배적모식운용우호생차착교학시유효가행적，운용과학관리적이념지도호생교학，유조우감소호생림상조작차착발생솔，불단완선교학관리체계。
Objective To explore the application effect of PDCA cycle model in the teaching of operational error for nursing students in the overall teaching .Methods One hundred and fifty-three nursing students from June 2011 to May 2012 were chosen as the control group , and received the conventional teaching . One hundred and fifty-nine nursing students from June 2012 to May 2013 were chosen as the study group , and received the PDCA cycle model of teaching . The scores of performance assessment of operation in the departments and department of nursing were collected , and the questionnaire on the operational error during the practice was used , and the data were analyzed .Results The scores of operation assessment of nursing in the departments and department were respectively (82.64 ±2.37), (73.06 ±3.04) in the control group, and were lower than (83.67 ±3.44), (74.53 ±3.52) in the study group, and the differences were statistically significant (t=-3.368 4,-3.941 3, respectively;P<0.05).The rate of nursing error was 40.5% in the control group, and was higher than 28.9% in the study group, and the difference was statistically significant (χ2 =4.6292,P<0.05).No difference was found in the time of the occurrence of nursing error between two groups (P>0.05).The nursing error occurred mainly in the early practice , and rarely at the end of practice. Conclusions Application of the PDCA cycle model in the teaching of operational error for nursing students in clinical teaching is effective and feasible , and the guidance of the nursing ’ s teaching through the scientific management concept is helpful to reduce the error rate of clinical operation and improve the system of teaching management .