基础护理操作训练中提升护生人文关怀能力的研究

Research on promoting the nursing studentsˊ humanistic caring ability during the basic nursing operation training

目的：探索基础护理操作训练中渗透人文关怀能力要素对提高护生人文关怀能力的效果。方法选择护理本科二年级护生86名，按学生选课分为干预组与对照组，干预组45人，对照组41人，干预前两组护生在一般社会学资料及人文关怀能力基线水平方面无明显差别（ P﹥0.05）。对照组护生接受传统的护理技能训练，教师采用讲解、演示-模仿练习-回复示教的模式进行授课。干预组采用引导-行动-反思的模式将人文关怀要素融入护理操作训练中，干预时间为5个月。干预后采用护理专业大学生人文关怀能力量表进行效果评价。结果干预前低年级护生人文关怀能力的水平较低，总均分为（109.90±48.8）分，得分指标为48.8％。干预后干预组护生人文关怀能力较干预前有所提高，而对照组人文关怀能力得分下降，两组间人文关怀能力的变化有明显差别（P〈0.05），特别是“灌输信念和希望”“健康教育”“科学解决健康问题”维度。结论采用引导-行动-反思的模式将人文关怀要素融入护理操作训练中能明显提升护生人文关怀能力。

Objective To explore the effect of humanistic caring ability factors applied in the basic nursing operation training to improve the nursing studentsˊ humanistic caring ability. Methods A total of 86 undergraduate nursing students in grade 2 were selected and divided into intervention group and control group according to their selec-tion of courses, with45 cases in intervention group and 41 cases in control group. There were no obvious differences in terms of the general sociology data and the baseline level of humanistic caring ability between the nursing students of the two groups before intervention （P﹥0. 05）. The students of the control group received traditional nursing-skill training, and the teachers adopted the mode of explaining, demonstrating, imitating practice and recalling demonstrations to teach. While the students of the intervention group adopted the mode of guiding, acting and reflecting, applying human-istic caring factors in the train of nursing operating. And the interventing peroid was 5 months. The Humanistic Care A-bility Scale of College Students in Nursing Major was used to evaluate the effect after intervention. Results Junior nursing studentsˊ humanistic caring ability level was lower before intervention. The total score was （ 109. 90 ± 48. 8 ） points, and the scoring rate was 48. 8%. The nursing studentsˊhumanistic caring ability of the intervention group after intervention was improved compared with that before intervention, while the control groupˊs humanistic caring ability was decreased. There were significant differences in terms of the changes for humanistic caring ability between the two groups, especially for the following aspects, namely inculcating belief and hope, health education and solving health problems in scientific way. Conclusions Mode of guiding, acting and reflecting with humanistic caring factors applied in the train of nursing operating can significantly improve the nursing studentsˊhumanistic caring ability.