护理思维模式干预对实习护生临床决策能力的效果评价

Effect evaluation of nursing thinking pattern intervention on clinical decision-making capacity of nursing students

目的探讨通过不同护理思维模式的干预法对实习护生临床决策能力的影响。方法选择2012年7月~2014年7月在我院实习的护理学生152名,分层抽样抽出测量得分在70~80分段的116名,将其随机分为模拟情景训练组、PBL组与对照组。模拟情景训练组在教学中加强临床情景模拟训练;PBL组将PBL教学法运用到实习中;对照组采用传统临床带教法。分别对三组护生于培训前和培训后6个月、9个月进行临床决策能力评分的对比。结果模拟情景训练组、PBL教学法组临床决策能力评分在培训6个月和培训9个月后与实习前比较,差异有统计学意义（P〈0.05）。模拟情景训练组、PBL教学法组的临床决策能力评分在培训6、9个月优于同期对照组,差异有统计学意义（P〈0.05）。结论护理思维模式的干预在护理临床教学中的应用能够有效提高护生的临床决策能力。

Objective To investigate the impact of different modes of nursing thinking pattern intervention on clinical decision-making capacity of nursing students. Methods 152 nursing students who practiced in our hospital from July2012 to July 2014, were chosen and stratified sampling was conducted to choose 116 people scoring from 70 points to80 points. They were randomly divided into the scene-simulated training group, PBL group and the control group. The scene-simulated training group received strengthened clinical scene-simulated training during teaching, and PBL group applied PBL into the internship, and the control group received traditional clinical teaching. Then, the decision-making capacity of the three groups of nursing students before training and six months after the training, nine months after the training was measured and compared. Results The differences in comparing the decision-making capacity scores before training and after 6 months or 9 months in scene-simulated training group and PBL group were statistically significant（P〈0.05）. The clinical decision-making ability scores in scene-simulated training group and PBL teaching group after training 6,9 months were better than those in the control group of the same period, and the differences were statistically significant（P〈0.05）. Conclusion Nursing thinking pattern intervention applied in nursing clinical teaching can effectively improve clinical decision-making capacity of nursing students.