摘要
目的探索应用有声思维法培养本科见习护生临床沟通能力的效果。方法选取2011级全日制四年制护理本科见习学生216名(4个班),按照整群抽样的方法随机抽取两个班为干预组,另两个班为对照组,每组护生108名,对照组采用常规见习带教方法,干预组采用有声思维法进行临床见习教学。采用护生临床沟通能力量表进行评价。结果干预后两组护生和干预组护生干预前后均在沟通能力总分、敏锐倾听、建立和谐关系、确认患者的问题、传递有效信息方面差异具有统计学意义(P<0.01)。结论有声思维法教学能有效地改善本科见习护生的临床沟通能力。
Objective To evaluate the effects of think aloud protocol on clinical communication skills for undergraduate student nurses. Method Totally, 216 full -time nursing undergraduates in 2011 were randomly divided into the experiment group and the control group with 108 students in each group. Traditional teaching method and think aloud protocol was applied in the control SToup and the experimental group ,respectively. The communication skills of students in the two groups were measured by communication skill scale. Results The scores differences were statistically significant in communicating ability, subtly listening, establishing harmoniously relationship, identifying patients＂ problems and effectively transferring information between the two groups after the intervention, before and after the intervention in the experimental group （P 〈 0.01 ）. Conclusion Think aloud protocol can effectively improve the clinical communication skills of undergraduate nursing students.
出处
《护理管理杂志》
2015年第5期346-347,共2页
Journal of Nursing Administration
关键词
有声思维法
护生
沟通能力
think aloud protocol
student nurse
communication skills
