临床路径教学模式在呼吸内科护理带教中的应用

目的：探讨临床路径教学模式运用于呼吸内科护理实习带教的效果。方法：将在我院参加呼吸内科实习的护生按入科时间分为对照组54名，干预组56名。对照组实施传统带教模式；干预组实施临床路径带教模式，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。比较两组护生出科时理论考核和操作考核成绩；带教老师与学生双方对实习整体满意度以及患者对护理服务的满意度评价。结果：观察组护生理论和操作考核成绩分别为(94.41±3.00)、(94.21±2.10)分，分别高于对照组护生的(91.09±3.57)、(91.91±3.52)分，差异均有统计学意义(u=741.0，P<0.0001；t=4.19，P<0.0001)。带教老师、护生对临床路径教学模式的满意度及患者对实习护生护理服务满意度分别为94.6%、98.2%、96.4%，分别高于对照组的79.6%、79.6%、85.2%，差异均有统计学意义(χ2=5.579，P=0.0182；χ2=9.77，P=0.0018；χ2=4.205， P=0.04)。结论：临床路径教学模式教学目标明确，可提高教学效率和临床护理教学质量；同时也提高了病人对护理服务的满意度。

Application effect of clinical pathway teaching model in respiratory medicine nursing practice

Objective: To investigate the application effect of clinical pathway teaching model in respiratory medicine nursing practice.Methods: A total of 110 internship nursing students in our hospital were recruited and departed into two parts, 54 cases in the control group and 56 cases in the intervention group. hTe control group followed the traditional teaching model, while the intervention group received training based on the clinical pathway model, in which the students were involved into specifying the training plan and generating the sequence and timing of actions necessary to achieve goals. hTe examination, mutual behavior rating and total satisfaction from teachers, students and patients were compared between the two groups at the end of the internship time.Results:The score of theory and operation test results in intervention group were (94.41±3.00), (94.21±2.10), and they were higher than the ones in the control group (91.09±3.57), (91.91±3.52). It showed signiifcant difference between the intervention group and the control group (u=741.0,P<0.0001;t=4.19,P<0.0001). hTe total satisfaction from
teachers, students and patients were higher in the clinical pathway teaching model (respectively 94.6%, 98.2%, 96.4%) than the control group (respectively 79.6%, 79.6%, 85.2%) (χ2=5.579,P=0.0182;χ2=9.77,P=0.0018;χ2=4.205,P=0.04).Conclusion: Clinical pathway teaching model can target the teaching goal and improve teaching effciency and quality of clinical nursing teaching, while, it can also improve the patient satisfaction with care services.