不同临床带教方式下护理实习效果的比较

目的]探讨不同临床带教方式下护理实习效果。方法]将60名病房重症监护室(ICU)实习本科护生随机分为A组、B组和C组,每组20人,A组采用固定带教方式,B组采用轮流带教方式,C组采取复合带教方式(第1周固定带教,后3周轮流带教)。在第1周和第4周分别对护生职业素养、理论知识、临床护理能力和沟通协作能力测评,比较3组护生护理实习效果。结果]第1周A组和C组护生临床护理能力、沟通协作能力考核成绩优于B组(P均<0.05);第4周C组护生临床护理能力考核成绩优于A组和B组,B组优于A组,B组和C组护生沟通协作能力考核成绩优于A组(P均<0.05)。结论]对实习本科护生采取前期固定和后期轮流带教相结合的复合带教方式,效果优于单纯固定带教和轮流带教方式。

Comparison on effect of nursing practice under different clinical teaching style

Objective： To probe into effect of nursing practice under different clinical teaching style. Methods：A total of 60 internship nursing undergraduates in wards intensive care unit （ICU） were randomly divided into group A,B and C,20 cases in each, A group used fixed teaching mode, B group cases took turns to teach, C group cases took compound teaching mode（ fixed teaching mode in first week, other three weeks take turns teaching）. The professionalism, theoretical knowledge, the ability of clinical care and communication and collaboration capacity of nursing students were respectively assessed in the first week and the fourth week, and the practice effect of nursing students were compared among the three groups. Results：in assessment scores of clinical care capacity, communication and collaboration of nursing students between group A and group C in first week（P〈0. 05）; In fourth week, clinical nursing competency assessment score of nursing students in C group was better than that of A group and B group,and that in 13 group was better than that in group A, communication and collaboration skills assessment scores of nursing students in B and C groups was better than that of group A（P〈0.05）. Conclusion： The effect of compound teaching mode for internship nursing undergraduates is better than that of pure fixed teaching method and the way of taking turns to teach.