"示教病房"无缝对接培养模式应用的效果评价

目的 探讨"示教病房"无缝对接培养模式在护理教学中的应用效果.方法 2006至2009年选取实习的高等职业学校护生210名作为实验组,并采用方便抽样的方法选取其他同等学历院校的护生210名作为对照组.实验组采用"示教病房"无缝对接的培养模式,实行培训基地-示教病房-带教病房一体化的临床教学管理;对照组采用传统的分段式带教模式.比较2组的教学效果.结果实验组护生的理论考试成绩和操作技能考试成绩均显著高于对照组,实验组护生对教学的满意度显著高于对照组.结论 "示教病房"无缝对接的培养模式,得到了患者、带教老师和护生的认可,提高了实习质量,值得在临床教学医院推广应用.

Abstract：

Objective To discuss the application effect of seamless training model of "demonstration unit" on nursing teaching. Methods 210 nursing students from high professional schools from 2006 to 2009 were set as the experimental group, 210 nursing students of the same education background were selected as the control group. The experimental group adopted seamless training model of "demonstration unit", the control group used traditional segmental teaching mode. Teaching effect was compared between the two groups. Results The theoretic test results, operation and technological testing results and satisfaction degree with the teaching in the experimental group was higher than that of the control group. Conclusions The seamless training model of "demonstration unit" is approved by the patients, teachers and nursing students and improves the quality of clinical teaching. It should be used widely in clinical nursing education.     

基于工作过程的综合实训法在儿科护理教学中的应用

目的 探讨基于工作过程的综合实训法在儿科护理教学中的应用效果.方法 整群抽取2008级高职护理1、2班101名护生为实验组,2008级高职护理3、4班103名护生为对照组.实验组采用基于工作过程的综合实训法,对照组采用传统实训教学法,对2组学生综合技能考核成绩和临床综合能力评分进行比较,并发放调查问卷,对2组教学方法激发学生学习兴趣的效果进行调查.结果 实验组综合技能考核成绩和临床综合能力评分均显著高于对照组;实验组教学方法激发学生学习兴趣的效果优于对照组.结论 基于工作过程的综合实训法应用于儿科护理教学中,有利于培养学生的临床思维能力、应急应变能力、护患沟通能力、综合操作能力、团队协作能力,能有效提高学生的学习效果和综合素质.

Abstract：

Objective To investigate the effect of comprehensive training based on work process in the teaching of Pediatric Nursing.Methods A cluster sampling of Class 1,2 enrolled in 2008 were taken as the experimental group,and Class 3,4 enrolled in 2008 were taken as the control group.The comprehensive training method WaS used in the experimental group,and the conventional practice teaching method was used in the control group.The comprehensive skills and the comprehensive ability of clinical nursing were aSsessed after experiment,questionnaires were distributed to the two groups to investigate the stimuhted learning interest of students.Results The experimental group had higher scores in comprehensire skills and comprehensive ability of clinical nursing than the control group.The teaching method of the experimental group had better effect in stimulating students learning interest than that of the control group.Conclusions The comprehensive training method based on work process used in the teaching of and comprehensive quality.     

静脉输液采用综合性流程式实验教学提高护生整体能力的研究

Objective To cultivate students the holistic concept of transfusion technique so as to establish the base of systematic integrated nursing concept and scientific work thinking. Methods Using the major item of basic nursing technique, intravenous transfusion,the comprehensive technological process experimental teaching, and implement systematic teaching of comprehensive technological process from order proposal, hypersensitive test, preparation for medication injection, medication infusion were designed to observe and record. The teaching plan was made, and the students were separated into groups. Each group made a comprehensive plan after discussion, and implemented it after checked by the teachers. Results there was no significant difference between operational procedure and finished time (P＞0.05).There was an obviously increase of satisfaction among systematic study consciousness, creative mind and critical thinking (P＜0.05) . Conclusions The experimental teaching of comprehensive technological process from point to area strengthens dimentional thinking of students and cultivates the systematical integrated learning ability of students.     

静脉输液采用综合性流程式实验教学提高护生整体能力的研究

Objective To cultivate students the holistic concept of transfusion technique so as to establish the base of systematic integrated nursing concept and scientific work thinking. Methods Using the major item of basic nursing technique, intravenous transfusion,the comprehensive technological process experimental teaching, and implement systematic teaching of comprehensive technological process from order proposal, hypersensitive test, preparation for medication injection, medication infusion were designed to observe and record. The teaching plan was made, and the students were separated into groups. Each group made a comprehensive plan after discussion, and implemented it after checked by the teachers. Results there was no significant difference between operational procedure and finished time (P＞0.05).There was an obviously increase of satisfaction among systematic study consciousness, creative mind and critical thinking (P＜0.05) . Conclusions The experimental teaching of comprehensive technological process from point to area strengthens dimentional thinking of students and cultivates the systematical integrated learning ability of students.     

多发伤急救护理综合性实验在实习前强化训练中的应用

目的 对多发伤急救护理综合性实验在实习前技能强化训练中的应用效果进行评价.方法将772名学生按每16～18人1组,课前发放综合性实验教学设计,各小组成员共同设计方案、挑选角色、承担任务、自主练习,再在课堂综合演练完成强化训练.结果 94.8%的学生和100.0%的指导教师对在强化训练中开设综合性实验持赞成态度.结论护理综合性实验可缩短临床与教学之间的差距,提高学生的专业能力和综合素质,是深受学生欢迎的实习前技能强化训练教学模式.

Abstract：

Objective To evaluate the effect of comprehensive experiments on multiple trauma emergency rescue in intensive training before nursing practice. Methods 772 students were divided into groups, 16 to 18 students in each group,each team distributed teaching notes, designed experiment scheme toget her, selected and played roles, undertook tasks, practiced independently before the class,then performed comprehensive training in class. Results 94.8% of the nursing students and 100.0% of the training teachers supported this method of comprehensive experiments in intensive training. Conclusions Nursing comprehensive experiments can shorten the gap between the clinical practice and class teaching, improve the students' professional ability and general quality. It is a popular education mode on intensive training before clinical practice.     

音乐干预在门诊输液中应用的效果

Objective To explore the effect of music intervention on patients' anxiety relief in outpatient infusion room during infusion. Methods 420 patients receiving outpatient infusion were randomly equally divided into experimental group and control groups. The control group received regular nursing of outpatient infusion, while the experimental group received both regular nursing and music intervention. The State Anxiety Scale (S-AI) was adopted to assess the emotional state of two groups before and after nursing intervention implemented. Results The S-AI score of the experimental group was significantly lower than that of the control group after music intervention (34. 10 ± 6. 48 vs 43. 71 ± 7. 83;t = 4. 337, P ＜ 0. 01 ).Conclusions Music intervention can relieve patients' anxiety in outpatient infusion room during infusion.     

对实习护生医疗废物分类认知及依从性的调查

Objective To understand the general knowledge of nursing students' recognition of and compliance with medical waste classification so as to provide basis which schools and teaching hospitals should be adopted to better implement teaching and management of hospital infection. Methods We investigated 81 nursing students by using a self-designed questionnaire which aimed to acquire nursing students' recognition of and compliance with medical waste classification. Results 85.2% nursing students could not correctly judge that the wasted sphygmomanometers were chemical waste and 77. 8% had a wrong concept towards the pathological waste. There was no statistical difference among nursing students with different educational backgrounds (χ2 =0.96,P＞0. 05). 75.3% thought that medical waste classification was very important and 74.1% had a poor compliance with medical waste classification. Conclusions Nursing students' recognition of and compliance with medical waste classification needs further improvement. Schools should establish hospital infection education;teaching hospitals should strengthen comprehensive education of hospital infection;teaching teachers shall set good examples as well as make a good supervision.     

叙事护理对乳腺癌患者术后焦虑抑郁情绪及病耻感的影响分析

【 】 Objective To analyze the influence of narrative nursing on the bad mood and stigma of breast cancer patients. Methods Taking August 2021 to August 2022 as the time line, 60 patients with breast cancer who underwent surgery in our hospital during this period were selected as the research object. According to the order of admission, the first 30 patients were classified as the control group, and the other 30 patients were classified as the experimental group. The control group was given routine nursing care, while the experimental group was given narrative nursing care, and the changes of adverse emotions between the two groups were compared. Results The nursing satisfaction of the experimental group was higher than that of the control group (P < 0.05). Before nursing, there was no difference between the two groups (P > 0.05). After nursing, both groups improved, and the effect of the experimental group was better (P < 0.05). Before nursing, there was no difference in the scores of anxiety and depression between the two groups (P > 0.05). After nursing, both groups improved, and the effect of the experimental group was better (P < 0.05). Conclusion Narrative nursing can effectively alleviate the anxiety and shame of breast cancer patients, which is worth applying.     

临床护生对《护士条例》解读的分析及对策

Objective To understand the cognition level and attitude of the clinical student nurses to the knowledge of the law of nurses. Methods A questionnaire concerning the law of nurses knowledge was made and the questionnaires were distributed among the nurse students in a third grade hospital. Results The clinical nurse students of the knowledge of the law of nurses was moderate level according to the average score 5.779 among 182 student nurses. It had showed that high educational background students had more score. It was obviously different between junior nurses, intermediate nurses and senior nurses (P＜0.001 ) . The attitude of the clinical nurse students to the knowledge of the law of nurses also was evidently difference. 145 students (86.31%) considered the learning was necessary, 14 students (8.33%) had the opposite opinion. Conclusions It has been manifested that clinical teachers should use diversified way to improve the nurse students' cognition in order to have better basic in future clinical nursing work since their knowledge of the law of nurses is not so good.     

临床护生对《护士条例》解读的分析及对策

Objective To understand the cognition level and attitude of the clinical student nurses to the knowledge of the law of nurses. Methods A questionnaire concerning the law of nurses knowledge was made and the questionnaires were distributed among the nurse students in a third grade hospital. Results The clinical nurse students of the knowledge of the law of nurses was moderate level according to the average score 5.779 among 182 student nurses. It had showed that high educational background students had more score. It was obviously different between junior nurses, intermediate nurses and senior nurses (P＜0.001 ) . The attitude of the clinical nurse students to the knowledge of the law of nurses also was evidently difference. 145 students (86.31%) considered the learning was necessary, 14 students (8.33%) had the opposite opinion. Conclusions It has been manifested that clinical teachers should use diversified way to improve the nurse students' cognition in order to have better basic in future clinical nursing work since their knowledge of the law of nurses is not so good.     

A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings

The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills.     

运用网络资源进行《护理学基础》课堂教学效果分析

目的探究网络环境下资源利用教学模式以及学生信息素养形成、自主学习能力培养和小组协作学习的方式。方法将2002级护理本科生48人按随机数字表法随机分为网络组和课堂组,每组24人。网络组采用网络环境教学,课堂组采用传统方法课堂教学,学习内容:《护理学基础》中舒适与卧位、静脉输血、褥疮护理。以考试成绩和问卷调查进行各组教学前后及组间的比较。结果考试成绩网络组高于课堂组(P<0.05)。在网络组问卷调查中,24人课前对网络查寻了解为18人,课后为19人,经实验教学后19人认为提高了自主学习的能力;22人认为提高了信息获取能力;22人认为小组学习有利于合作能力的培养,提倡小组协作学习形式。结论网络环境下采用按教学目标自主学习-围绕问题协助学习的模式,可达到培养学生获取信息能力;促进学习者自主学习习惯养成;有利团队协作精神培养的目的。存在问题:网络组教学时间比课堂组教学所需时间长,课后网络作业对没有计算机的学生增加了经济负担。     

参与式教学法在“3+2”高等职业护理《外科护理》课程中的应用

目的探讨参与式教学法在"3+2"高等职业(高职)护理《外科护理》课程中的应用效果。方法 2015年9月至2016年1月,采用便利抽样法选择宁波卫生职业技术学院护理学院2015级"3+2"护理专业(口腔护理方向)2个平行班的104名学生为研究对象,按班级将104名学生分为对照组(50名)和观察组(54名),在《外科护理》课程的教学中分别采用传统的教学方法和参与式教学法,评价并比较教学改革实施前后两组学生《护理专业大学生自主学习能力测评量表》的评分及该课程的期末考核成绩。结果教学改革实施前,两组学生自主学习能力及其3个维度的得分差异均无统计学意义(均P0.05);教学改革实施后,观察组学生的自我管理能力、学习合作能力及自主学习能力得分均高于对照组学生,差异均有统计学意义(均P0.05);观察组和对照组学生的期末考核成绩分别为(79.50±4.69)、(75.74±6.17)分,两组比较,差异有统计学意义(t=3.52,P0.01)。结论参与式教学法的应用有助于提高学生的自主学习能力、学习成绩和综合素质,还有助于教师成长。     

运用发展性教学方式培养护生自主学习能力的实践与效果

目的运用发展性教学方式培养护生的自主学习能力。方法以我校2004届选修《护理教育学》课程的57名护理本科生为实验组,在该课程中改革教学方法和手段,采用启发式、研究性教学方法;2003届选修《护理教育学》课程55名护理本科生为对照组,采用传统的教学方法。在课程结束时采用自主学习能力量表评价护生自主学习的能力。结果2004届与2003届护理本科生自主学习能力总分差异具有统计学意义(P<0.01),2004届护生较2003届护生自主学习能力强,在其3个维度上除自我管理能力没有差别外,2004届护生信息能力、学习合作能力均优于2003届护生(P<0.01)。结论运用发展性教学方式改革教学方法有助于提高护生的自主学习能力。     

以问题为基础的案例教学模式在内科护理学中的应用研究

目的探讨以问题为基础的学习(problem-based learning,PBL)与以病例为基础的学习(case-based learning,CRL)结合的教学模式对护理本科生评判性思维能力及综合技能的影响。方法在护理本科生的内科护理学课程实践教学中开展PBL与CBL结合的模式教学,将135名护理本科生随机分为两组,试验组65名,采用PBL与CBL结合的教学模式进行教学;对照组70名,采用传统方法进行教学,分别于教学前后对两组学生的评判性思维能力、综合技能的主观评价进行问卷调查。结果试验组学生经过学习后,评判性思维能力总分高于试验课程前(P<0.05),各维度得分均高于试验课程前(P<0.05);对照组学生课程结束后,评判性思维能力总分和各维度得分比较,差异无统计学意义;课程结束后,试验组总体评判性思维能力得分高于对照组(P<0.05),各维度得分除寻求真理、系统化能力外,其余各项得分均高于对照组(P<0.05);两组学生对教学的整体评价尚好,在自主学习能力、综合技能、专业精神方面试验组学生大多持肯定态度,与对照组比较差异有统计学意义(P<0.01)。结论 PBL与CBL结合的教学模式能明显提高学生的评判性思维能力,在自主学习能力、综合技能、专业精神方面的自我评价也有明显提高,而且新的教学模式得到了学生认可。     

概念图在本科基础护理学教学中的应用研究

目的探讨概念图在护理本科基础护理学教学中的应用方法及效果。方法采用抽签法以班为单位将2011级护理本科生分为两组,一个班为试验组(151名),一个班为对照组(157名)。试验组在常规教学基础上应用概念图法,对照组接受常规教学方法。于基础护理学课程前后应用护理专业学生自主学习能力测评量表对所有学生进行测评,用自设概念图教学方法的反馈和评价表对试验组学生进行问卷调查。结果课程结束后,试验组学生自主学习能力总分及自我管理能力、学习合作能力、信息素质维度评分均高于对照组(P<0.01);试验组学生自主学习能力高于课程前(P<0.05)。试验组学生对概念图教学方法评价的各条目得分均>4分。结论在基础护理学教学中应用概念图有助于提高护理学生的自主学习能力,并得到学生认可。     

基于概念图和思维导图的《护理学基础实训》可视化教学模式研究

目的探讨基于概念图和思维导图的可视化教学在《护理学基础实训》中的应用效果。方法以班级为单位对两个班共91名学生开展对照研究,干预组进行可视化教学,对照组采用传统方式教学,历时2个学期。比较研究过程中两组学生的评判性思维能力、自主学习能力以及实训成绩。结果干预半年后,与对照组比较,干预组学生的评判性思维能力总分及部分维度即显示出优势,自主学习能力并未有显著性差异。1年后,干预组护生的评判性思维能力及自主学习能力均显著优于对照组(P<0.05),实训成绩比较差异无统计学意义(P>0.05)。结论在《护理学基础实训》课程中进行基于概念图和思维导图的可视化教学,有利于护生评判性思维和自主学习能力的培养,对护生知识的主动建构也可以起到促进作用,可以在实训课程中推广应用。     

某军医大学本科护生自主学习现状与差异性分析

目的分析军医大学本科护生目前的自主学习状况,为有效开展自主学习教育指导、提高军医大学本科护生的自主学习能力提供依据。方法 2015年6月,以《大学生自主学习评价量表》为测评工具,采用整群抽样方法对某军医大学80名护理本科生进行调查研究。结果军医大学本科护生自主学习能力平均得分率为71.91%,各分量表平均得分率由高到低依次为自我调节(73.97%)、学习设置(71.97%)、学习动机(69.86%)。不同年级的军医大学本科护生的自主学习能力总分及其分量表得分的差异均有统计学意义(均P0.05);学习动机维度,大二学生评分低于大一、大三学生,差异有统计学意义(P0.05);自我调节维度,大二学生评分低于其他三个年级,差异有统计学意义(P0.05)。不同生长地及入伍前学历的军医大学本科护生在自主学习能力总分及其各分量表上的差异均无统计学意义(均P0.05)。结论不同年级的军医大学本科护生自主学习能力存在差异,教学管理者和教师应针对学生的特点,因材施教。     

反思性学习法对实习护生评判性思维能力的影响

目的 探索反思性学习法对实习护生评判性思维能力的影响,为临床护理教学模式的改革提供参考依据.方法 将本科和专科实习护生共102人随机分为实验组和对照组各51人,对照组按常规实习程序实习;实验组在常规实习的基础上,对其进行反思性学习相关知识培训,并要求书写反思日记及定期召开小组讨论会.实习前和实习结束时均采用"评判性思维能力量表"(CTDI-CV)对2组护生进行测试.结果 实习前对照组CTDI-CV总平均分为(286.26±28.15)分,实验组为(285.79±30.52)分,2组比较无显著差异;实习结束时,对照组CTDI-CV总平均分为(289.34±32.53)分,实验组为(305.63±22.46)分,2组比较差异显著.结论 反思性学习法有助于培养实习护生的评判性思维能力,值得临床护理教育工作者借鉴使用.     

改良式PBL教学法在血液内科临床护理见习中的应用

[目的]探讨改良式基于问题的学习教学法(PBL)在血液内科临床护理见习中的应用效果。[方法]将42名护理本科生随机分为试验组和对照组,每组21人,分别以PBL联合案例教学法和传统教学法组织见习教学,采用实践考核、理论考试及问卷调查的方法分析教学效果。[结果]将改良式PBL教学方式应用在内科护理见习教学中,学生自认为能提高其学习主动性、临床思维能力、评判性思维能力等综合临床能力;在实践考核、阶段性理论考试成绩及其中应用型题的成绩方面,试验组优于对照组,但期末考试及阶段性理论考试中识记型和理解型题得分两组间差异无统计学意义。[结论]改良式PBL教学法在血液内科临床护理见习教学中取得较好的效果,但有待进一步改进,从而更广泛地应用于内科护理学教学。