与社会实践相结合的护理本科生培养模式探讨

目的改革护理本科生的培养模式，为更有效地培养出切实符合临床需求的护理人才提供参考。方法选择南昌大学护理学院2007级护理本科生70名，随机分成对照组及研究组各35名。研究组根据第1～3学年护生教学内容，制定社会实践计划；第4学年，先在社区康复中心进行1周的社会实践，然后进入医院，根据实习情况制定实践计划并实施。对照组采用传统培养模式，第4学年直接进入医院，实习前进行常规岗前教育。入学前及实习结束前对全部护生进行综合能力的评定，包括自评和他评。结果与对照组相比，研究组护生在沟通、协调、管理、人文关怀、综合素质等方面的能力均有明显提高，差异有统计学意义（P〈0．05）；教师对护生护患沟通能力、收集和给予信息、获得并理解患者观点等方面的评价也明显提高，差异有统计学意义（P〈0．05）。结论护生在各个阶段进行有针对性的社会护理实践，有利于巩固所学知识，并逐步发展护生的各种职业能力及职业素养，使护生能更好地适应从学校进入医院、从医院走入社会的角色转变。

Preliminary Study of Cultivation Mode Combined with Social Practice for Undergraduate Nursing Students

Objective To explore the new cultivation mode combined with social practice for undergraduate nursing students, so as to provide evidences for cultivating more clinical nursing talents. Methods A total of 70 students of the 2007th nursing undergraduate volunteers from Nursing College of Nanchang University were ran- domly divided into the control group and the experimental group, with 35 students in each group. The specific so- cial practice plans were made according to the teaching content of the first to the third year for the experimental group. In the fourth school year, students were organized to finish the 1-week targeted training at community reha- bilitation centre, after that they fulfilled practical training in hospital. Students in the control group were adopted traditional training mode. With ordinary clinical training, all of the 35 nursing students fulfilled practical training in hospital in the 4th academic year. Comprehensive abilities were compared between the two groups by self-assess- ment and peer assessment before the entrance and after practical training in hospital. Results Compared with the control group, communication skills, coordination ability, management ability, humanistic care and comprehensive quality aspects for nursing students in the experiment group were significantly improved （P~0.05）; Evalution on communication skills with the patients, information collection and information giving ability, ability for obtaining and understanding the views of the patients between nurses and patients in the nursing students from the teteaches were also significantly improved （P%0.05）. Conclusion Targeted social practice for undergraduate students may contribute to consolidating their speculative knowledge and developing various vocational abilities and professional quality. It made nursing students to better accommodate to the professional role change from school to the hospital.