中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2013年
19期
2319-2321
,共3页
学生,护理%岗位教学%教学改革
學生,護理%崗位教學%教學改革
학생,호리%강위교학%교학개혁
Students,nursing%Post teaching%Teaching reform
目的 通过实行岗位带教的方法提高护生独立工作能力.方法 将2010-2011年实习的专科学历护生随机分为两组,对照组实行传统一对一带教和基础护理操作准入制教学方法；观察组在传统带教的基础上,新增岗位带教的方法.护生自我评价以及带教教师和患者对两组实习效果进行评价,护士长对留院两组护生3个月后岗位适应能力进行评价.结果 观察组对学生学习主动性、工作主动性、工作流程、技术操作、服务态度和师生合作的评价均优于对照组,差异有统计学意义(Z值分别为-4.421,-3.024,-3.090,-3.656,-3.080,-3.713；P＜0.05)；住院患者对观察组护生服务态度、技术操作、沟通能力、健康宣教的满意度均优于对照组,差异有统计学意义(Z值分别为-2.387,-2.479,-2.153,-3.942;P＜0.05).观察组的及格率为73.8％,对照组为54.1％,差异有统计学意义(x2=4.652,P＜0.05).科室护士长对观察组在本院就业的护生岗位适应能力评价优于对照组,差异有统计学意义(P＜0.05).结论 岗位带教教学明显增强了护生工作的责任心、主动性,提高了护生的沟通能力、动手能力和独立工作能力,为护生毕业后迅速适应岗位需要奠定坚实基础.
目的 通過實行崗位帶教的方法提高護生獨立工作能力.方法 將2010-2011年實習的專科學歷護生隨機分為兩組,對照組實行傳統一對一帶教和基礎護理操作準入製教學方法；觀察組在傳統帶教的基礎上,新增崗位帶教的方法.護生自我評價以及帶教教師和患者對兩組實習效果進行評價,護士長對留院兩組護生3箇月後崗位適應能力進行評價.結果 觀察組對學生學習主動性、工作主動性、工作流程、技術操作、服務態度和師生閤作的評價均優于對照組,差異有統計學意義(Z值分彆為-4.421,-3.024,-3.090,-3.656,-3.080,-3.713；P＜0.05)；住院患者對觀察組護生服務態度、技術操作、溝通能力、健康宣教的滿意度均優于對照組,差異有統計學意義(Z值分彆為-2.387,-2.479,-2.153,-3.942;P＜0.05).觀察組的及格率為73.8％,對照組為54.1％,差異有統計學意義(x2=4.652,P＜0.05).科室護士長對觀察組在本院就業的護生崗位適應能力評價優于對照組,差異有統計學意義(P＜0.05).結論 崗位帶教教學明顯增彊瞭護生工作的責任心、主動性,提高瞭護生的溝通能力、動手能力和獨立工作能力,為護生畢業後迅速適應崗位需要奠定堅實基礎.
목적 통과실행강위대교적방법제고호생독립공작능력.방법 장2010-2011년실습적전과학력호생수궤분위량조,대조조실행전통일대일대교화기출호리조작준입제교학방법；관찰조재전통대교적기출상,신증강위대교적방법.호생자아평개이급대교교사화환자대량조실습효과진행평개,호사장대류원량조호생3개월후강위괄응능력진행평개.결과 관찰조대학생학습주동성、공작주동성、공작류정、기술조작、복무태도화사생합작적평개균우우대조조,차이유통계학의의(Z치분별위-4.421,-3.024,-3.090,-3.656,-3.080,-3.713；P＜0.05)；주원환자대관찰조호생복무태도、기술조작、구통능력、건강선교적만의도균우우대조조,차이유통계학의의(Z치분별위-2.387,-2.479,-2.153,-3.942;P＜0.05).관찰조적급격솔위73.8％,대조조위54.1％,차이유통계학의의(x2=4.652,P＜0.05).과실호사장대관찰조재본원취업적호생강위괄응능력평개우우대조조,차이유통계학의의(P＜0.05).결론 강위대교교학명현증강료호생공작적책임심、주동성,제고료호생적구통능력、동수능력화독립공작능력,위호생필업후신속괄응강위수요전정견실기출.
Objective To improve nursing students' ability of working independently by the methods of post teaching.Methods Nursing students of college degree from 2010 to 2011 were randomly divided into two groups.The control group used the traditional one-to-one teaching method and basic nursing operation access system,while the observation group added post teaching in addition.Self-evaluation by nursing students,intern effects evaluated by teachers and patients,post adaptability evaluated by the charge nurse after 3 months were compared between two groups.Results Evaluation on students' learning initiative,working initiative,working process,technical operation,attitude and cooperation between teachers and students was better in the observation group than in the control group,and the difference was statistically significant (Z =-4.421,-3.024,-3.090,-3.656,-3.080,-3.713,respectively ; P ＜ 0.05).Patients' satisfaction on nursing students' attitude,technical operation,communication ability and health education was better in the observation group than in the control group,and the difference was statistically significant (Z =-2.387,-2.479,-2.153,-3.942,respectively; P＜0.05).The pass ratio was 73.8％ in the observation group and 54.1％ in the control group,with statistically significant difference (x2 =4.652,P ＜ 0.05).Change nurse's evaluation on students' post adaptability was also better in the observation group than in the control group,and the difference was statistically significant (P ＜ 0.05).Conclusions Post teaching can improve nursing students'responsibility,initiative,communication ability,manipulative ability and the ability to work independently,so as to lay a solid foundation for their quick adoption to the post after graduation.
