性格互补型配对带教在传染科护理教学中的应用

Application of personality complementary matching teaching model in nursing teaching of infectious department

目的探讨性格互补型配对带教在临床传染科实习护生培养中的效果。方法随机选取2010年6月至2011年5月在无锡市第五人民医院传染科实习的164名护生为研究对象，随机分为对照组（37名）和实验组（127名），其中实验组又根据卡特尔编制的16种人格因素测验量表分为内向组和外向组，分别为60名和67名。对照组采取传统的护理教学方式进行带教；实验组采取性格互补型配对带教进行临床带教训练，共分为4组，即外向教师带内向学生，外向教师带外向学生，内向教师带内向学生，内向教师带外向学生。限定训练时间为2个月，训练均按照护生实习大纲要求项目展开，时间安排上尽量保持一致。训练结束后采取闭卷考核及学生评价评估教学效果。数据采用SPSS19．0进行分析，计数资料采用Х^2检验，计量资料采用单因素方差分析，检验水准α=0．05（双侧）。结果对照组及内向教师带内向学生组最后的考评成绩较其他组差异有统计学意义（P〈0．05）。学生教学评价显示，内向教师带内向学生组得分要明显低于其他组，差异有统计学意义（P〈0．05）。结论性格互补型配对带教较传统带教有优势，但是应避免内向教师与内向学生配对，应尽量发挥教师与学生的相互作用，提高实习护生带教质量。

Objective To investigate the effect of the complementary matching character teaching model in clinical infectious department nursing teaching and improve the effect of nursing teaching. Methods 164 student nurses in our hospital from June 2010 to May 2011 were selected and they were randomly divided into the experimental group（37 nurses） and the control group（127 nurses）. Besides, the experimental group was divided into introverts （60 nurses） and extroverts （70 nurses） according to the 16 personality factor test scale. The traditional nursing teaching mode was adopted in the control group while in the experimental group complementary matching character teaching model was applied, including four groups： outgoing teachers for introverted students, outgoing teachers for outgoing students, introverted teachers for outgoing students and introverted teachers for introverted students. After two months of training, all the nurses were requested to take a closed book examination and the data of the examination scores and the students＇ evaluation were analyzed as the teaching effect evaluation by using SPSS 19.0 and the counting data by Х^2 inspection, the measurement data by single factor analysis of variance and the test level of α=0.05（bilateral）. Results The final evaluation results of control group and the group of introverted teacher for introverted students are significantly lower than those of other groups （P〈0.05）. Conclusion The complementary matching character teaching method has more advantages than the traditional one, but the matching of introverted teacher and introverted students should be avoided. The interaction of teachers and students should be given full play to improve the quality of practice nurse teaching.