静脉输液实训中教师对护生关怀的实践

Practice of teachers′ care about nursing students during intravenous infusion training

目的观察教师在静脉输液实训中给护生实施关怀的效果,探讨在教学中渗透关怀教育的可行性。方法在实训前将4个班的高职护生分成两组,对照组(60人)行常规操作指导,观察组(56人)在常规操作讲解基础上实施关怀,包括了解护生对实训的认知,尊重护生选择,接纳心理反应,调节焦虑水平,提供情感支持。结果观察组主动作为被穿刺者、一次穿刺成功和穿刺失败后再操作率显著优于对照组(均P<0.05);观察组主动运用人文关怀情况和情绪反应相对好于对照组。结论教师在静脉输液实训中渗透关怀教育有助于护生对此理念的习得和应用。应在教学中更多地践行关怀、渗透关怀,给护生提供体会关怀、付出关怀机会。

Objective To observe the impact of teachersr care about nursing students during intravenous infusion training, and to probe into the feasibility of integrating caring education into teaching. Methods Nursing students of four classes from a junior col- lege were randomly divided into an observation group （n= 56） and a control group （n= 60）. For students in the control group, teachers routinely demonstrated the intravenous infusion procedure. For students in the observation group, teachers practiced ca ring behaviors to them besides the demonstration of the routine procedure： teachers conducted investigation to comprehend studentsr cognition about the training, they respected students＇ choice, embraced their psychological reaction, helped students ad- just their anxiety, and provided emotional support. Results The proportion of students who voluntarily acted as puncture recipients, the rate of successful first puncture, and proportion of students who embarked on the journey of a second puncture after a failure in the observation group were significantly higher than those in the control group （P^0.05 for all）. Students in the observation group more actively employed humanistic caring during the training, and their emotional reaction about the procedure were better than the control group. Conclusion The practice of teachers integrating caring into intravenous infusion training helps students better comprehend the caring theory. Teachers should practice caring behaviors as much as possible so as to provide students with more opportunities of feeling the unreserved support and giving concern of humanity.