PDCA循环管理联合“三部曲”床旁教学在呼吸科护理带教中的应用研究

目的 探讨PDCA循环管理联合“三部曲”床旁教学在呼吸科护理带教中的应用研究。方法 将在首都医科大学附属北京朝阳医院呼吸科实习的80名护生纳入研究对象,按照简单随机数字表法分为对照组（n=40）和观察组（n=40）,对照组实施传统带教,观察组实施PDCA循环管理联合“三部曲”床旁教学。比较两组护生的理论知识、操作技能、查体测评成绩,并且评估护生的临床护理综合能力测评与护生对教学效果的满意度。采用SPSS 22.0进行卡方检验和t检验。结果 观察组护生的理论知识、操作技能、查体测评成绩均高于对照组（P<0.05）;观察组护生的护理问诊、护理查体、护理诊断、护理措施、健康咨询、人文关怀、组织效能、整体评价各维度评分均高于对照组（P<0.05）;观察组护生对教学效果的满意度优于对照组（P<0.05）。结论 在呼吸科护理带教中运用PDCA循环管理联合“三部曲”床旁教学,可提高护生的理论知识、操作技能、查体测评成绩,改善其临床护理综合能力,提升教学满意度。

Application of PDCA cycle management combined with "three-step" bedside teaching in respiratory nursing teaching

Objective To investigate the application of PDCA cycle management combined with "three-step" bedside teaching in respiratory nursing teaching.Methods A total of 80 nursing students who studies in Department of Respiratory Medicine, Beijing Chaoyang Hospital Affiliated to Capital Medical University, were included as subjects, and they were divided into control group and observation group using a simple random number table, with 40 students in each group. The students in the control group received traditional teaching, while those in the observation group received PDCA cycle management combined with "three-step" bedside teaching. The two groups were compared in terms of the scores of theoretical knowledge, operation skills, and physical examination, comprehensive clinical nursing ability, and degree of satisfaction with teaching. SPSS 22.0 was used to perform the chi-square test and t-test.Results The observation group had significantly higher scores of theoretical knowledge, operation skills, and physical examination than the control group (P<0.05). Compared with the control group, the observation group had significantly higher scores of nursing consultation, physical examination, diagnosis, nursing measures, health consultation, humanistic care, organizational effectiveness, and overall evaluation (P<0.05). The observation group had a significantly higher degree of satisfaction with teaching than the control group (P<0.05).Conclusion PDCA cycle management combined with "three-step" bedside teaching in respiratory nursing teaching can improve the assessment scores of theoretical knowledge, operation skills, and physical examination among nursing students, enhance their comprehensive clinical nursing abilities, and increase the degree of satisfaction.