两种学制和教学模式护理本科生临床综合能力评价的比较

目的 比较两种学制和教学模式护理本科生的临床综合能力，为我国四年制护理本科课程体系改革提供参考依据。方法采用问卷调查法，调查了95名2006届四年制和五年制护理本科生的临床综合能力，并收集了50名临床带教老师的评价，内容包括思想、实践、操作3个方面素质的19项评价标准。结果①护生临床综合能力的自评综合评价值为（87．64±6．11）分，他评综合评价值为（92．60±3．48）分。②护生的思想素质、实践素质、操作素质综合评价值均〉85分，自评与他评结果呈正相关（r=0．22-0．48．P〈0．01）。③在他评结果中，四年制护生的思想素质总分高于五年制护生（P〈0．05），操作素质总分低于五年制护生（R〈0．01）。结论①两种学制和教学模式护理本科生的临床综合能力评价结果完全符合学校的培养目标。②四年制教学更注重培养护生的综合素质，但需加强护理操作技能。③四年制课程体系的教学改革是比较科学、合理、可行的。

Comparison on the evaluation of clinical integrated ability of undergraduate nursing students taking the two kinds of schooling year and teaching model

Objective To compare the clinical integrated ability of undergraduate nursing students taking two different kinds of schooling year and teaching model,and to provide references for reforming the four-year nursing undergraduate course in China. Method Questionnaire was used to survey on the clinical integrated ability concerning 95 four-year and five-year undergraduate nursing students in 2006. The questionnaire covered three aspects such as ideology, practice and skill, totally 19 evaluation criteria. Results ①Score of the clinical integrated ability of undergraduate nursing students was 87.64±6.11 evaluated by themselves,92.60±3.48 evaluated by faculty, 87.64±6.11 evaluated by themselves. ②Scores of the ideology, practice and skill were all above 85. It showed a positive correlation between the faculty evaluation score and self-evaluation score. ③The total score of ideology of four-year nursing students evaluated by faculty exceed the five-year nursing students＇（P〈0.05）, however the total score of the operational skills of four-year nursing students was lower than that of five-year nursing students＇ （P〈0.01）. Conclusions ①Evaluation results of the clinical integrated ability of undergraduate nursing students who took the two kinds of schooling year and teaching model was consistent with the education target. ②Four-year education system focus cultivating the student＇s integrated quality. We should pay more attention to enhance their operational skills.③Four-year nursing undergraduate course reform was more scientific, reasonable and feasible.