多元化教育实习模式在产科临床带教中的创建研究

目的：研究多元化教育实习模式在产科临床带教中的创建及效果。方法本研究选取2013年1月到2014年12月来本院产科实习的240名护士作为研究对象，入组实习生均为女性。将2013年来本院实习的120名实习生作为对照组，在实习期间接受传统教育。将2014年来本院实习的120名实习生作为观察组，在实习期间接受多元化教育。结果对两组学生的实习自评、教师评价、患者评价及满意度情况比较分析，结果发现观察组学生自我评价满意度达到96.67%，带教老师对学生评分为(93.47±4.92)分，患者满意度为95.00%。两组差异具有统计学意义( P<0.05)。本研究分析比较了两组学生对带教老师的评价结果，发现观察组学生对带教老师的责任心、服务态度、医德医风、对学生关心、理论知识、带教水平、操作能力、教学方式以及学生满意度方面均高于对照组，两组比较差异具有统计学意义( P<0.05)。结论多元化教育实习模式能改善实习生的文化休克现象，同时有助于学生较快适应环境，提高学生的理论知识和操作技能。该模式的应用令学生、带教老师和患者十分满意，能使实习生适应产科护理工作，值得临床参考。

The creation and research of diverse education practice mode on clinical obstetric ' s guidance and teaching

Objective To study the creation and effect of diverse education practice model in obstetric's clini-cal guidance and teaching. Methods A total of 240 obstetric practice nurses in our hospital form January 2013 to De-cember 2014 were selected as the research objects, and the intern students in the group were all women. 120 interns in the hospital in 2013 were taken as a control group, receiving traditional education during the internship and 120 interns in 2014 as the observation group, receiving diverse education during the internship. Results Practice self-assessment, evaluation from teachers and evaluation and satisfaction from patients of the students in the two groups were compared and analyzed, and it was found that the self-evaluation satisfaction of the observation group was up to 96. 67%, the clin-ical teacher gave the students (93. 47±4. 92) marks, and patient satisfaction was 95. 00%. The difference was statisti-cally significant ( P<0. 05 ) . This study analyzed and compared the assessments of the clinical teachers from the two groups of students, and found that the students in the observation group were more satisfied with the clinical teacher's re-sponsibility, service attitude, medical ethics, concern for students, theoretical knowledge, teaching level, operating a-bility, teaching methods and student satisfaction scores had a higher satisfaction than that of the control group, the differ-ence was statistically significant ( P<0. 05 ) . Conclusions Diverse educational practice mode intern can not only im-prove interns with the phenomenon of culture shock, but also help students adapt to the environment quickly and improve their theoretical knowledge and operating skills. Students, clinical teachers and patients were quite satisfied with the ap-plication of the model, for it enables interns to adapt to obstetric care, worthy of clinical reference.