实习护生的心理特点及护理安全教育的效果研究简

目的 探讨以问题为基础的教学法（PBL）教学方式在实习护生护理安全教学中的应用效果.方法 按随机数字表法将自2011年6月～2012年5月期间在浙江省余姚市人民医院实习的80例护生分为对照组和观察组各40名,对照组护生采取传统教学培训考核方式,而观察组护生则结合不同阶段护生心理特点采取PBL教学法.在实习结束后,记录两组护生的护理安全考核成绩、对教学方法的评价及护理不良事件的发生率,统计结果统一以（-x±s）的形式表示.组间计量比较用t检验,组间计数资料比较用x2检验,P＜ 0.05为差异有统计学意义.结果 观察组护生认为通过PBL教学法提高自身发现、分析和解决护理安全问题能力的人数分别为38例（95.0％）、36例（90.0％）和33例（82.5％）,均显著高于对照组的24例（60.0％）、21例（52.5％）、18例（45.0％）,差异有统计学意义（x2=14.050、13.730、12.170,均P＜0.05）.两组护生理论知识的考试成绩分别为（93.85±12.37）分和（92.25±11.48）分,差异无统计学意义（x2=1.362,P＞0.05）,而观察组的实践操作技能成绩为（92.63±10.35）分,则显著高于对照组的（81.57±12.68）分,差异有统计学意义（x2=4.274,P＜0.05）,且各类护理安全事故的发生率为5.0％,显著低于对照组的27.5％,差异有统计学意义（x2=7.440,P＜0.05）.结论 在临床护理安全带教中采取PBL教学方式有助于培养护生独立发现、分析和解决问题的能力,降低护理安全隐患发生率.

Nursing students psychological characteristics and the application of PBL teaching method for nursing safety teaching

Objective To investigate the application effect of PBL teaching method for nursing safety teaching.Methods From June 2011 to May 2012,80 nursing college students in the People＇s Hospital of Zhejiang Province were separated into control group （40 cases） and experiment group （40 cases）.The control group underwent the traditional teaching method,and experiment group were given PBL teaching method.Two groups of nurses nursing safety appraisal result,the teaching method of evaluation and the incidence of nursing adverse events were recorded at the end of the internship,unified statistical results was in the form of （-x±s）.t test between groups was used for measurement comparion,x2 test was used for count data comparion between groups,P 〈 0.05 signed that difference was statistically significant.Results The number of the ability to analyze and solve the problem of nursing safety for thinking through the PBL teaching method to improve their discovery of nursing students in observation group were 38 cases （95.0%）,36 cases （90.0%） and 33 cases （82.5%） respectively,which were significantly higher than those of 24 cases （60.0%）,21 cases （52.5%）,18 cases （45.0%） in control group,the difference were statistically significant （x2=14.050,13.730,14.050,all P 〈 0.05）.Two groups of nursing students in theoretical knowledge test scores were （93.85±12.37） scores and （92.25±.11.48） scores,it showed no significant difference （x2=1.362,P 〉 0.05）,but the operation skills examination scores of the experiment group were （92.63±10.35） scores,which was higher than that of （81.57±12.68） scores in the control group （x2=4.274,P 〈 0.05）.While the rate of hazard incident of the experimental group was 5.0%,which was significantly lower than that of 27.5% in the control group,there was a significant difference （x2=7.440,P 〈 0.05）.Conclusion PBL teaching mode for nursing safety teaching has an advantage in integrating theory with practice ability and reducing the nursing safety hazard events,and deserves further clinical promoting.