中澳护生对病情骤变患者护理知识掌握情况的对比分析

目的调查中澳2所医学院护理专业学生对糖尿病病情骤变患者护理知识的掌握情况,分析可能的影响因素,为研究我国护理教学方法提供参考。方法2016年5至6月,采用自行设计的在线知识问卷,调查中国重庆医科大学和澳大利亚弗林德斯大学护理学院护理专业本科三年级学生对临床突发事件知识的掌握情况。共回收问卷303份,纳入统计的有效问卷243份(中国学生164人,澳大利亚学生79人),有效回收率为80.20%。采用SPSS 19.0进行统计,数据比较行配对t检验或卡方检验。结果澳大利亚学生的临床突发事件应对相关知识得分高于中国学生(t=4.115,P=0.000);高分组(得分≥12)学生在有糖尿病病史/家族史、有专科实践经历、以自主学习为主方面的人数与比例,均高于低分组(得分< 12)(P<0.05)。在学习方式上,澳大利亚学生倾向于在线自学(75.95%,60人)、完成作业(70.89%,56人)以及参与课堂讨论(64.56%,51人),而中国学生更接受理论教学(84.15%,138人)、咨询临床带教教师(84.15%, 138人)以及模拟/实验教学(75.00%, 123人)。结论中国护生自主学习的意愿低于澳大利亚学生,对病情骤变患者知识掌握水平相对较低。重视专科实践、发展线上教学培养学生自主学习意识和能力,有利于提高护生应对临床突发事件相关知识水平。

A comparative analysis of the mastery of nursing knowledge for patients with deterioration between Chinese and Australian nursing students

Objective To investigate the mastery of nursing knowledge for diabetic patients with disease deterioration between Chinese and Australian nursing students and possible influencing factors, and to provide a reference for improving nursing teaching method in China. Methods From May to June, 2016, a self-designed online knowledge questionnaire was used to investigate the mastery of clinical emergency knowledge among the third-grade nursing students in Chongqing Medical University in China and Flinders University in South Australia. A total of 303 questionnaires were collected, among which 243 valid questionnaires (164 from Chinese students and 79 from Australian students) were included in statistical analysis, with an effective collection rate of 80.20%. SPSS 19.0 software was used for statistical analysis, and the paired t-test or the chi-square test was used for data comparison. Results Australian nursing students had a significantly higher score of clinical emergency knowledge than their Chinese counterparts (t=4.115, P=0.000). Compared with the low-score group (score< 12), the high-score group (score >12) had a significantly higher proportion of students with a family/medical history of diabetes, clinical experience in diabetes care, or self-learning as the main method (P<0.05). As for learning method, Australian nursing students tended to use online self-learning (60 students, 75.95%) and do assignments (56 students, 70.89%) and participate in class discussion (51 students, 64.56%), while Chinese students tended to receive theoretical teaching (138 students, 84.15%), consult clinical teachers (138 students, 8415%), and receive simulation/experimental teaching (123 students, 75.00%). Conclusion Chinese nursing students have lower degrees of willingness for self-learning and mastery of knowledge for disease deterioration than Australian nursing students. Focus on specialized practice, development of online teaching, and cultivation of the awareness and ability for self-learning may help to improve the mastery of clinical emergency knowledge among nursing students.