基于良愿前置理论的个体化带教在肿瘤科实习护生教学中的应用

Application of individualized teaching based on the good-will preposing theory in the teaching of practical nursing students in the department of oncology

目的分析基于良愿前置理论的个体化带教在肿瘤科实习护生带教中的应用效果。方法选取2019年1月至2020年10月肿瘤科接收的80名实习护生,采用随机数字表法分为常规组和研究组,各40名。常规组实施常规方法带教,研究组实施基于良愿前置理论的个体化带教。比较两组带教前后护生理论和实践考核成绩、带教前后从事肿瘤科护士职业的意愿及信心变化,以及护生对带教的满意度。运用SPSS 25.0进行t检验和秩和检验。结果两组带教后理论和实践考核成绩均高于带教前,且研究组成绩均高于常规组(P<0.05)。两组带教后从事肿瘤科护士职业的意愿及信心较带教前等级分布差异有统计学意义(P<0.05)。研究组实习护生对满足学习意愿、提高学习的积极性、提高带教效果、加强师生交流的满意度评分均高于常规组(P<0.05)。结论在肿瘤科实习护生带教中应用基于良愿前置理论的个体化带教可提高实习护生考核成绩,增强其从事肿瘤科护士职业的意愿及信心,提高其带教的满意度。

Objective To analyze the effectiveness of individualized teaching based on the good-will preposing theory in the teaching of practical nursing students in the department of oncology.Methods Eighty practical nursing students who were accepted by the department of oncology from January 2019 to October 2020 were selected,and they were randomly divided into routine group and research group with 40 students in each group.The routine group was taught by conventional methods and the research group was taught by individualized teaching methods based on the good-will preposing theory,respectively.The scores of theory and practice assessment and the changes of willingness and confidence of practical nurses in the department of oncology before and after the teaching,and the satisfaction with the teaching mode were compared between the two groups.SPSS 25.0 was used for t test and rank sum test.Results The scores of theoretical and practical assessment in the two groups after teaching were higher than those before teaching(P<0.05),and the scores of theoretical and practical assessment in the study group were higher than those in the routine group(P<0.05).There were statistically significant differences in the grade distribution of willingness and confidence to undertake the career of oncology between the two groups of practical nursing students after teaching compared with that before teaching(P<0.05).In the study group,the satisfaction scores of meeting learning willingness,improving learning enthusiasm,improving teaching efficiency,and strengthening the interaction between teachers and students in study group were higher than those in routine group(P<0.05).Conclusion Application of individualized teaching based on the good-will preposing theory among practical nursing students in the department of oncology may improve assessment performance,enhance their willingness and confidence to undertake the career of oncology,and improve their teaching satisfaction.