双导师制同步式护理本科实践教学模式的应用

Application of theory-clinic synchronous practice model with double instructors for nursing undergraduates

目的构建双导师制同步式护理本科实践教学模式并评价其应用效果。方法针对三年级58名学生实施学院专职及临床兼职双导师指导下的同步式实践教学，实施效果采用自制的临床教学满意度问卷及自我效能感量表进行评价。自制临床教学满意度问卷包括病例获知（4个条目）、实习前及实习后讨论会（8个条目）和实习过程（6个条目）3个维度，其Cronbach’s a系数为0．95。3个维度的Cronbach’s a 系数分别为0．75，0．91，0．93。结果临床教学满意度各个条目及维度得分均在4分（满意）以上，实习中期及实习结束时的临床教学满意度3个维度得分及总分都在4分（满意）以上。“病例获知”，“实习前及实习后讨论会”及满意度总分在实习结束时的得分显著高于实习中期，差异均有统计学意义（t值分别为-6．14，-3．48，-4．08；P均〈0．05）。实习结束后学生的自我效能感总分显著高于实习前[（3．15±0．42）分比（2．85±0．57）分]，差异有统计学意义（t=-2．28，P=0．027）。结论双导师制同步式实践教学提高了实践教学满意度，提高了学生的自我效能感，有利于学生综合能力的提升。

Objective To develop and explore the efiect ot model of theory-cllmC synchronous prachce with double instructors on the nursing undergraduates. Methods Totals of 58 junior students received theoryclinic synchronous practice under the instructions of faculty and clinic instructors. They were investigated with a self-designed clinical teaching satisfaction questionnaire with the dimensions of cases learning （4 items ）, seminar before and after clinic practice（ 8 items）, practice process （6 items）, and its cronbach＇ s a respectively were 0. 75 ,0. 91,0. 93. Results Scores of all items and dimensions of satisfaction questionnaire were higher than 4, and the satisfaction score of medium term and practice end were more than 4 too. Scores of dimensions of ＇ cases information＇ , ＇ pre and post conferrenee ＇ and the total satisfaction score measured at the end of practice were significantly higher than that of medium item （ P 〈 0.05 ）. The score of self - efficacy after practice was significantly higher than that before practice [ （ 3.15 ± 0.42） vs （ 2.85 ± 0.57 ） ] （ t = - 2.28, P = 0. 027 ）. Conclusions The model of theory-clinic synchronous practice with double instructors can improve satisfaction and self efficacy of nursing undergraduates, and will benefit the improvement of comprehensive ability of students.