情景缺陷教学法在临床护理人员培训中的应用研究

目的探讨情景缺陷教学法在临床护理人员培训中的应用效果。方法将480名护士采用随机数字表法分为干预组235名和对照组245名，对照组采用传统培训模式即统一授课、集中演示、自行练习；干预组采用情景缺陷教学法。培训后3个月对两组人员的护理操作技能、评判性思维能力及住院患者的满意度进行考核和评估。结果培训后3个月，干预组的五项护理操作技能考核得分高于对照组，差异具有统计学意义（t分别为7．76，9．14，7．92，10．21，14．33，P〈0．05），评判性思维能力测试得分各维度也均高于对照组，差异有统计学意义（t分别为7．04，9．33，5．86，9．06，4．43，4．05，3．85，7．08，P〈0．05）。结论情景缺陷教学法能激发护理人员的学习兴趣，提高临床护理人员的护理操作技能，同时还能提高护理人员的评判性思维能力，最终使患者的满意度得到了进一步的提高。

Effect of scene defect teaching model on the training of clinical nurses

Objective To explore the effect of the scene defect teaehing on the training of clinical nurses. Methods Totals of 480 nurses were randomly divided into intervention group （n = 235 ） and control group （ n = 245 ）. Traditional training model was adopted in the eontrol group including lessons, demonstration of nursing skills and practice. The scene defeet teaching model was adopted in the intervention group. The teaehing effect was eompared between the two groups before and after intervention. Results There was significantly difference in operating skill and critical thinking between the two groups after 3 months of intervention （ t = 7.76,9. 14,7.92, 10. 21,14. 33, respectively; P 〈 0. 05 ）. Patients＇ satisfaction of the intervention group was significantly higher than that of the control group （ t = 7.04,9.33,5.86,9.06,4.43, 4.05,3.85,7.08, respectively; P 〈 0.05 ）. Conclusions The scene defect teaching model ean enhance the learning interest, promote the nurses to think and solve the problems in a critical way, and it also improve the degree of satisfaction of patients.