PDCA循环管理模式在临床护理实习生带教中的应用

Application of PDCA management mode in teaching of clinical practice nurses

目的探讨PDCA循环管理模式在临床护理实习生带教中的应用效果。方法以2011年7月—2013年6月实习的100名临床护理实习生作为对照组,采用传统实习带教管理模式,将2013年7月—2015年6月实习的100名护理实习生作为观察组,应用基于PDCA循环的带教管理模式;比较2组出科考试成绩和沟通能力改善情况,评价2组实习生对带教老师的满意度,以及实施带教后不同时间教学质量评分。结果 1观察组出科考试中理论知识、病历书写、操作技能、综合成绩得分均显著高于对照组(P<0.05或P<0.01);2实习3、6个月后,2组沟通能力评分均较实习后1个月时上升(P<0.05或P<0.01),且观察组评分均高于对照组(P<0.05);3观察组对带教老师整体满意度高于对照组(P<0.05),实习3、6个月后,2组带教质量评分均较实习1个月时上升(P<0.05),且观察组带教质量评分高于对照组(P<0.05或P<0.01)。结论 PDCA循环管理可提高临床带教质量,优化临床实习生实践能力和沟通能力。

Objective To investigate the effect of PDCA management mode in teaching of clinical practice nurses. Methods A total of 100 clinical practice nurses who had their internship between July 2011 and June 2013 were selected as the control group,and traditional interns' teaching management mode was adopted. Another 100 clinical practice nurses between July 2013 and June 2015 were selected as the observation group,and PDCA management mode was used for teaching management. The results of test completion course and improvement of communication ability were compared between the two groups. The self-designed satisfaction questionnaires were used to evaluate the satisfaction of interns with the teaching. The improvement of teaching quality scores in different time periods was evaluated. Results 1The scores of test completion course,including theoretical knowledge,medical records writing,operating skills and comprehensive performance of the observation group were higher than those of the control group( P < 0. 05 or P < 0. 01); 2The communication ability scores of the two groups were increased at 3 and 6 months after internship compared with that at 1 month after internship( P < 0. 05 or P < 0. 01),and were higher in the observation group than those of the control group( P < 0. 05); 3The overall satisfaction of practice nurses in the observation group was higher than that in the control group( P < 0. 05); 4After 3 and 6 months of clinical teaching,the teaching quality scores of the two groups increased( P < 0. 05),and the quality scores of the observation group were higher than those of the control group( P < 0. 05 or P < 0. 01). Conclusion PDCA cycle management can improve the quality of clinical teaching,optimize the practical ability of clinical interns,and improve their communication ability.