情景浸润联合交互式教学在感染科实习护生带教中的应用效果

目的 观察分析情景浸润联合交互式教学在感染科实习护生带教中的应用效果。方法 选取首都医科大学附属北京潞河医院感染科实习的120名护生为对象，以科室实施情景浸润联合交互式教学为分界线，将实施常规带教的58名实习护生纳入常规教学组；实施情景浸润联合交互式教学的62名实习护生纳入联合教学组。比较两组护生自我评估教学效果、护患沟通能力、考核成绩、防护意识及教学满意度。采用SPSS 22.0进行t检验和卡方检验。结果 实习结束后，联合教学组护生对学习兴趣、思维能力、操作技巧、团队协作意识和解决问题能力的自我评估分数均明显高于常规教学组（P<0.05）；联合教学组护生计划和准备、启动沟通、信息收集、信息给予、患者观点的获得及理解、结束沟通维度评分均明显高于常规教学组（P<0.05）；联合教学组护生理论知识、护理操作技能、应急与抢救能力考核成绩均明显高于常规教学组（P<0.05）；联合教学组护生医疗废物处置正确所占比例明显高于常规教学组（96.77% vs. 79.31%），自我防护能力不足所占比例明显低于常规教学组（4.84% vs. 22.41%）；联合教学组护生对教学内容、课程设计、教学效果的满意度评分均明显高于常规教学组（P<0.05）。结论 应用情景浸润联合交互式的教学模式更符合感染科实习护生带教需求，能有效提高感染科实习护生护患沟通能力、综合能力及防护意识，值得推广使用。

Application effect of scenario infiltration combined with interactive teaching in the teaching of nursing interns in department of infectious diseases

Objective To investigate the application effect of scenario infiltration combined with interactive teaching in the teaching of nursing interns in the department of infectious diseases.Methods A total of 120 nursing students who received training in Department of Infectious Diseases, Beijing Luhe Hospital Affiliated to Capital Medical University, were selected as subjects; 58 nursing students who received routine teaching were enrolled as conventional teaching group, and 62 nursing students who received scenario infiltration combined with interactive teaching were enrolled as combined teaching group. The two groups were compared in terms of self-evaluation teaching effect, nurse-patient communication ability, assessment scores, awareness of protection, and teaching satisfaction. SPSS 22.0 was used for the t-test and the chi-square test.Results After the end of internship, compared with the conventional teaching group, the combined teaching group had significantly higher self-evaluation scores of learning interest, thinking ability, operational skills, teamwork awareness, and problem-solving ability (P<0.05), significantly higher scores of planning and preparing, initiating communication, collecting and providing information, obtaining and understanding patient perspectives, and ending communication (P<0.05), and significantly higher assessment scores of theoretical knowledge, nursing operational skills, and emergency and rescue abilities (P<0.05). Compared with the conventional teaching group, the combined teaching group had a significantly higher proportion of nursing students who correctly disposed medical waste (96.77% vs. 79.31%) and a significantly lower proportion of nursing students with insufficient self-protection ability (4.84% vs. 22.41%). Compared with the conventional teaching group, the combined teaching group had significantly higher satisfaction scores of teaching content, course design, and teaching effect (P<0.05).Conclusion The application of scenario infiltration combined with interactive teaching can better meet the teaching needs of nursing interns in the department of infectious diseases and effectively improve their communication skills, comprehensive abilities, and awareness of protection, and therefore, it holds promise for further application.