临床路径式带教方法在终末期肾病实习带教中的应用效果

Appfication of Clinical Pathway teaching method on ESRD teaching practice

目的：探究临床路径式带教方法在终末期肾病实习带教中的应用效果。方法选取2013年5月—2014年7月于武汉市第五医院肾内科实习的护生共80人作为研究对象,按照随机数表法随机分为观察组（40人）和对照组（40人）。对照组实施常规带教方法,观察组实施临床路径式带教方法。实习4周后,比较两组护生对临床带教方案的质量评价的评分结果、护生的理论知识、操作技能考核优秀率以及患者满意度水平。结果统计实习护生填写的临床带教方案的质量评价表后得出,观察组护生在对带教老师教学管理、带教老师态度、带教老师知识水平和带教老师技能水平4个方面内容评分都高于对照组实习护生评分（P〈0.05）；观察组平均总分为（91.3±4.1）分,对照组为（79.6±3.2）分,两组总分差异有统计学意义（P 〈0.01）。观察组护生的理论知识和操作技能优秀率分别为55.0%和57.5%,高于对照组（22.5%,17.5%）；患者对观察组实习护生的满意率达76.58%,高于对照组的51.90%,差异均有统计学意义（P〈0.01）。结论临床路径式带教方法更有利于促进师生间的有效交流,加强师生沟通,提高实习护生的学习效率,同时有利于实习护生在实际操作中学习进步,提高其理论知识与操作技能的熟练水平,提高实习护生的综合能力,也有利于提高终末期肾病患者的满意度。

Objective To explore the clinical pathway teaching method application effection end-stage renal disease（ESRD） teaching practice. Methods From May 2013 to July 2014, a total of 80 nursing intern students in Nephrology Department, the Fifth Hospital of Wuhan, were divided into observation group （40 Cases） and control group （40 cases ） according to a random number table method. Conventional teaching method was applied in the control group whereas the observation group used clinical pathway teaching method. Four weeks after the internship, the quality of clinical teaching programs scores, nursing students theoretical knowledge, skills assessment excellent rates and patient satisfaction levels of both groups were compared. Results Statistical analysis of the quality of clinical teaching programs filled by nursing intern students showed that the observation group nursing students in the teachers＇ teaching management, teaching attitude, knowledge level and teaching skill level four aspects were higher than those in the control group （ P 〈 0.05 ）. The average total score of the observation group was （ 91.3±4. 1 ） while the control group was （ 79.6 ± 3.2 ）, and the difference was statistically significant （ P 〈 0.01 ）. Nursing students theoretical knowledge and skills excellent rates of the observation group were 55.0% and 57.5% , significantly higher than those ofthe control group （ 22.5% , 17.5% ）. Patients in the observation group of nursing students satisfaction rate was 76.58%, significantly higher than these of the control group which was 51.89% （P 〈 0.05 ）. Patients＇ nursing students satisfaction rate in the observation group was 76.58%, higher than that of the control group （51.90%）, and the difference was statistically significant （ P 〈 0.01 ）. Conclusions Clinical pathway teaching method which can promote effective communication between teachers and students, strengthen teacher-student communication, and improve the learning efficiency of nursing intern students is also conducive to nursing intern students＇ practice, improve their theoretical knowledge, operation skills, and comprehensive ability. Satisfaction of patients with end-stage renal disease can be improved as well.