循证护理在护理本科学生临床教学中的应用研究

Study of application of Evidence- based nursing in clinical teaching of undergraduate nursing students

目的探讨循证护理(EBN)教学在护理本科生的临床实习中应用的价值。方法 2011年护理实习生65名为对照组,采用传统带教方法;2012年护理实习生69名为研究组,在传统教学的基础上进行EBN教学。观察2组教学前后学生对EBN知识的认知评分、评判性思维能力评分(GTDI-CV)、理论成绩及操作成绩。结果教学前2组学生对EBN知识的认知评分、CTDI-CV评分、理论成绩及操作成绩比较差异均无统计学意义(P>0.05)。教学后2组EBN知识的认知评分、CTDI-CV评分差异有统计学意义(P<0.01),理论成绩评分差异有统计学意义(P<0.05),操作考试成绩比较差异无统计学意义(P>0.05);研究组教学后EBN技能均高于教学前(P<0.01)。结论在临床实习中进行EBN知识教学,有助于提高本科护理学生的循证知识及评判性思维能力。

Objective To explore the value of application of Evidence- based nursing in clinical teaching of undergraduate nursing students. Methods 65 nursing undergraduates of 2011 named control group received traditional teaching. 69 nursing undergraduates of 2012 named research group received Evidence- based nursing teach on the basis of traditional teaching. Cognitive scores and critical thinking ability scores of Evidence- based nursing knowledge,theoretical results and operation results were observed before and after teaching in two groups. Results There was no difference between two groups on Cognitive scores and critical thinking ability scores of Evidence-based nursing knowledge,theoretical results and operation results before teaching（ P 〉 0. 05）. There was significant difference between two groups on Cognitive scores and critical thinking ability scores of Evidence- based nursing knowledge after teaching（ P 〈 0. 01）. There was significant difference between two groups on theoretical results after teaching（ P 〈 0. 05）. There was no difference between two groups on operation results（ P 〉 0. 05）. Technical ability of EBN after teaching was higher than that before teaching（ P 〈 0. 01）. Conclusion Teaching Evidence- based nursing knowledge in clinical practice can help to enhance Evidence- based knowledge and critical thinking ability of undergraduate nursing students.