MDT协同理念对产科护理教学的效果评价

目的 探讨 MDT 协同理念对产科护理教学中的效果评价。方法 选取 2017 年 9 月至 2019 年 6 月在本院进行实习的护士 学生 141 名为研究对象。按照不同的实习时间段进行分组,分为对照组（n=68）和研究组（n=73）。对照组采用传统教学模式 进行教学,研究组采用多学科协作产科护理教学模式。分析对比两组学生的教学效果、综合能力、压力负荷以及教学满意度。 结果 研究组学生的理论考试成绩、病名分析成绩及临床操作成绩均显著高于对照组（P<0.05）。研究组学生的分析、动手能力、 交际、解决问题、表达及人文等综合能力均显著高于对照组（P<0.05）。研究组学生的压力负荷评分（55.10±10.30）显著低于 对照组（70.50±7.5）（P<0.05）。研究组学生的护理临床思维能力的教学满意度以及教学总体满意度均显著高于对照组（P>0.05）。 结论 采用多学科协作产科护理带教能够提高教学效果,提升学生的综合能力,降低压力负荷,提高教学满意度。

Evaluation of the effect of MDT synergy concept on obstetric nursing teaching

Objective: To explore the effect evaluation of MDT synergy concept in obstetric nursing teaching. Methods: 68 students in our department from September 2017 to June 2018 were set as the routine group, and 73 students in our department from September 2018 to June 2019 were set as the MDT group. The former group was given traditional teaching and learning, and the latter group was given multi-disciplinary collaborative teaching. The teaching effect of the two groups was analyzed. Results: the scores of theoretical examination, case analysis and clinical operation in MDT group were higher than those in conventional group, with differences between the two groups (P<0.05); the comprehensive abilities of analysis, practice, communication, problem-solving, expression and Humanities in MDT group were higher than those in conventional group, with differences between the two groups (P<0.05); the score of stress load in MDT group was 55.10±10.30, which was lower than that in conventional group The load score of MDT group was 70.50±7.5 (t=10.090, P<0.05); the clinical thinking ability of MDT group was higher than that of conventional group (P<0.05); the overall teaching satisfaction and residual index level of MDT group was slightly higher than that of conventional group (P>0.05). Conclusion: multidisciplinary collaborative obstetric nursing teaching can improve students" clinical knowledge application, case analysis and practical operation ability, and multidisciplinary collaborative teaching mode can improve teaching quality and reduce learning pressure.