改良临床路径教学模式在精神科护理带教中的应用效果

目的：评价将改良临床路径教学模式运用于精神科护理实习带教的效果。方法将在我院参加精神科实习的护生按入科时间分为对照组102名，干预组94名。对照组实施传统带教模式；干预组在此基础上引入改良临床路径带教模式，即参照临床路径模式，让护生参与制定教学路径，明确教学内容及目标。比较出科时两组护生的出科考成绩，老师及护生对彼此实习或教学表现的评价，以及教学双方对实习整体满意度的评价。结果干预组护生的出科考核成绩、护生或带教老师对实习或教学表现以及满意度评价均高于对照组，差异有统计学意义（ P＜0．01）。探索性因子分析得出两个因子，因子1：带教技能水平、师德师风、带教知识水平、理论得分、工作态度、操作得分；因子2：教学管理能力、护理查房得分、行为规范、学生对老师评价；总解释度为65．5％。结论临床路径模式可以规范精神科实习教学流程，明确教学内容及目标，提高带教效果，是一种值得推广的临床教学模式。

Application effect of modified clinical pathway model in psychiatric nursing practice teaching

Objective To evaluate the effect of applying modified clinical pathway management model in psychiatric nursing practice teaching.Methods Totally 196 nursing students joining in the psychiatric nursing clinical practice were divided into control group （n=102） and intervention group （n=94）, according to their internship time.The control group followed the traditional teaching model, while the intervention group received training based on the modified clinical pathway model, in which the students were involved in to specify the training plan and generate the sequence and timing of actions necessary to achieve goals.The examination, mutual behavior rating and total satisfaction investigations’ results were compared between the two groups at the end of the internship.Results Both the exam scores and the satisfactions in the intervention group were significantly higher than that in the control group （P〈0.01）.Two factors were extracted by exploratory factor analysis, factor one included：teaching skills, professional moral, level of expertise, theoretical score, work attitude, operating score; factor two included： teaching management capability, lecture score, behavioral norms, satisfaction evaluation （ student to teacher ） .Conclusions The application of clinical pathway in psychiatric nursing practice can standardize and explicit training protocol, improve the effect of internship.It is a kind of teaching model worth spreading.