床位负责制在护理本科生《健康评估》实践教学中的应用

Application of Patient Bed Responsibility in Practical Teaching of Health Assesssment for Nursing Undergraduates

目的探讨护理本科生《健康评估》实践教学模式,促进高等护理教育的发展。方法将护生随机分为实验组(n=37)和对照组(n=38):对照组采用传统的教学方法;实验组在传统教学的基础上,每个护生在教师指导下负责2张床位,与患者进行交流沟通,对症状和体征进行动态观察。课程结束后,比较两组护生的操作技能成绩、健康史询问及交流沟通能力,并通过调查问卷了解实验组护生对教学改革的看法。结果实验组操作技能考核、健康史询问及交流沟通能力考核平均成绩分别为(87.05±5.38)分和(82.51±6.07)分,对照组分别为(84.39±5.13)分和(77.79±10.12)分,两组差异均有统计学意义(P<0.05);实验组护生反映病房负责制能增加其对患者痛苦的了解,增强对患者的同情心和爱心,提高挑战自我的能力及与患者交流沟通的能力等。结论床位负责制教学模式有利于提高护生的动手能力和学习积极性,有利于护生综合素质的培养,在实施过程中要取得教学医院和带教老师的支持和配合。

Objective To study the modes of practical teaching of health assessment for nuring undergraduates. Methods The nursing students were randomly divided into experimental group（ n =37） and control group（ n =38）. Tradtional teaching methods were used in control group. In experimental group, based on traditional teaching, each nusing student took charge patients of 2 beds under the direction of teacher, practising communication with patients and observation on changes of patient＇s symptoms and signs. After the course teaching, the scores of practice skills, communication skills and inquiry skills were compared between two groups and students in the experimental group were surveyed on their views of teaching reform. Results There was significant differece in the scores of practice skills and communicauon, inquiry skills evaluation between two groups, with 87.05±5.38 and 82.51±6.07 in experimental group and 84.39±5. 13 and 77.79±10.12 in control group（ P 〈0.95）. The nursing students in experimental group thought patient bed responsibility can promote their understanding of the patient ＇s sufferings, sympath and loving heart, capabilities of challenging herself and communication with patients. Conclusion The teaching mode of patient bed responsibilty can help improve capalities of practice and iearning enthusiasm of nursing students and train their overall qualties. Support and cooperation by teaching hospitals and clinical nurses are needed in the teaching.