中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
6期
630-635
,共6页
曾小华%徐宝华%叶茎宇%蒋逸雯%曾丽萍%李丹菊
曾小華%徐寶華%葉莖宇%蔣逸雯%曾麗萍%李丹菊
증소화%서보화%협경우%장일문%증려평%리단국
闭环式管理%民营医院%教学安全管理%教师%学生
閉環式管理%民營醫院%教學安全管理%教師%學生
폐배식관리%민영의원%교학안전관리%교사%학생
Closed-loop management%Private hospital%Teaching safety management%Teachers%Students
目的 研究闭环式管理优化护理教学安全在民营医院中的应用.方法 通过分析护理教学不良事件的原因和存在问题,应用闭环式管理护理教学安全,包括建立闭环式管理小组、确定实施周期和范围等.选取2013年1月至2014年3月在我院27个病区的教师100人和学生220人为研究对象.以科室为单位把教师分为实验组和对照组各50人,实验组科室严格执行闭环式管理护理教学安全,对照组科室采用常规管理.同时,实验组科室对220名学生进行闭环式管理前后的比较.通过护理教学安全隐患和问卷调查评价两组护理教学安全情况.数据采用SAS9.2软件进行统计分析,行非参数秩和检验、Fisher精确检验和x2检验.结果 实验组教师人数(46人)对操作关键点讲解高于对照组(15人),差异有统计学意义(P=0.000).闭环式管理前后发生护理教学安全隐患次数分别是38和8,差异有统计学意义(P=0.000).另外,管理前后学生落实查对制度、住院患者安全指标、技术操作规范、院内感染的比较差异有统计学意义(P＜0.01).结论 闭环式管理全程贯彻、有效跟踪、预防到位,能够优化护理教学安全管理.
目的 研究閉環式管理優化護理教學安全在民營醫院中的應用.方法 通過分析護理教學不良事件的原因和存在問題,應用閉環式管理護理教學安全,包括建立閉環式管理小組、確定實施週期和範圍等.選取2013年1月至2014年3月在我院27箇病區的教師100人和學生220人為研究對象.以科室為單位把教師分為實驗組和對照組各50人,實驗組科室嚴格執行閉環式管理護理教學安全,對照組科室採用常規管理.同時,實驗組科室對220名學生進行閉環式管理前後的比較.通過護理教學安全隱患和問捲調查評價兩組護理教學安全情況.數據採用SAS9.2軟件進行統計分析,行非參數秩和檢驗、Fisher精確檢驗和x2檢驗.結果 實驗組教師人數(46人)對操作關鍵點講解高于對照組(15人),差異有統計學意義(P=0.000).閉環式管理前後髮生護理教學安全隱患次數分彆是38和8,差異有統計學意義(P=0.000).另外,管理前後學生落實查對製度、住院患者安全指標、技術操作規範、院內感染的比較差異有統計學意義(P＜0.01).結論 閉環式管理全程貫徹、有效跟蹤、預防到位,能夠優化護理教學安全管理.
목적 연구폐배식관리우화호리교학안전재민영의원중적응용.방법 통과분석호리교학불량사건적원인화존재문제,응용폐배식관리호리교학안전,포괄건립폐배식관리소조、학정실시주기화범위등.선취2013년1월지2014년3월재아원27개병구적교사100인화학생220인위연구대상.이과실위단위파교사분위실험조화대조조각50인,실험조과실엄격집행폐배식관리호리교학안전,대조조과실채용상규관리.동시,실험조과실대220명학생진행폐배식관리전후적비교.통과호리교학안전은환화문권조사평개량조호리교학안전정황.수거채용SAS9.2연건진행통계분석,행비삼수질화검험、Fisher정학검험화x2검험.결과 실험조교사인수(46인)대조작관건점강해고우대조조(15인),차이유통계학의의(P=0.000).폐배식관리전후발생호리교학안전은환차수분별시38화8,차이유통계학의의(P=0.000).령외,관리전후학생락실사대제도、주원환자안전지표、기술조작규범、원내감염적비교차이유통계학의의(P＜0.01).결론 폐배식관리전정관철、유효근종、예방도위,능구우화호리교학안전관리.
Objective To study the optimal management of the closed-loop management in safe practice of nursing teaching in private hospitals.Method Through analyzing the causes and problems during the teaching of nursing adverse events,the closed-loop management in safe practice of nursing teaching was investigated,including the closed-loop management team,implementation cycle and range,etc.Totally 100 teachers and 220 students were chosen in 27 clinical teaching departments of our hospital during January 2013 and March 2014.The teachers were divided into experimental group (n=50) and the control group (n=50).The closed-loop management model was applied in experimental group while routing management was applied in control group.At the same time,220 students' behavior in experimental group was compared before and after the closed-loop management.Through the evaluation of nursing teaching' safe hidden trouble and questionnaire survey,the nursing teaching of both groups were safe.SAS 9.2 was applied to do statistical analysis and non-parametric Wilcoxon Fisher exact test and x2 test were used.Results The number of teachers' operating key points in experimental group was significantly higher than the control group,with statistically significant differences (46 vs.15) (P=0.000).The safety hazard times of nursing teaching were 38 and 8 respectively before and after the closed loop management,and the difference was statistically significant (P=0.000).In addition,the comparison before the students' implementing the check system,hospital safety index patients and regulation for technical operations and hospital infection was significant after the closedloop management (P＜0.01 for all).Conclusion The full implementation of the closed-loop management,effective tracking and prevention in place,can optimize the safety management of nursing teaching.
