一对一导师制在高职护理教育医教协同及院校合作人才培养模式中的应用

Application of ＂ one to one＂ tutorial system in the talents cultivation of colleges cooperated with universities and psychiatry and teaching synergy

目的探讨一对一导师制在高职护理教育医教协同及院校合作人才培养模式中的应用效果。方法选取2015年9月—2016年7月盐城卫生职业技术学院2014级护理专业校院合作临床学院班2个班102名护生为研究对象，其中1班52名护生为对照组，实施传统教学管理方法，2班50名护生为试验组，实行一对一导师制管理方法，对护生日常生活、学习见习等方面进行管理。比较两组护生的理论与实践成绩、护生对管理模式的效果评价。结果干预后试验组护生理论成绩为（79.5±7.4）分，实践成绩为（85.6±6.7）分，均高于对照组（74.9±8.7），（80.2±8.0）分，差异有统计学意义（t值分为2.871,3688；P〈0.05）；且理论成绩中简答题、案例分析题及选择题试验组护生成绩得分均高于对照组，差异有统计学意义（t值分为2.002，2.168，2.239；P〈0.05）；试验组护生对管理模式认可度、促进理论知识与临床接轨、有利于提高综合技能、促进与兼职教师交流的满意度均高于对照组，差异有统计学意义（χ^2值分别4.816,17.191,37.975,8.497；P〈0.05）；且试验组护生更希望有一对一导师指导，差异有统计学意义（χ^2=7.834，P〈0.05）；临床兼职教师对一对一导师制均持认可态度。结论对临床教学班实行一对一导师制培训，既有利于学生理论、实践水平及临床综合能力的提升，又能提高带教导师的业务水平和管理能力，值得推广应用。

Objective To explore the application effect of ＂one to one＂ tutorial system in in the talents cultivation of colleges cooperated with universities and psychiatry and teaching synergy. Methods During September 2015 to July 2016, 102 nursing students of 2014 clinical nursing class were selected as the research object, and 52 students of class 1 were derided into the control group, and they received traditional teaching management method. 50 students of class 2 were taken as the experimental group, and they received ＂one to one＂ tutorial system management method, their daily life and learning were managed as well as the practice of students. The theory and practice grades of two groups, and the effectiveness of existing student management pattern, were compared between two groups. Results After intervention, the scores of theory and practice of nursing students in the experimental was （79.5±7.4） and （85.6±6.7）, and they were all higher than those in the control group （ 74.9± 8.7 ）, （ 80.2 ± 8.0） （ t = 2.871,3. 688 ; P 〈 0.05 ） ; The scores of theory in short answers questions, case analysis and multiple choice test of nursing students in the experimental group were all higher than those in the control group （ t = 2. 002, 2. 168, 2. 239 ; P 〈 0.05 ） ; the recognition degree of nursing students to management model, promotion of combining the clinical practice and theoretical knowledge together, improvement of comprehensive skill, and the communication with part-time teachers in the experimental group were all higher than those in the control group （ χ^2 = 4. 816, 17. 191,37. 975, 8.497; P 〈 0.05 ） ; and nursing students in the experimental group were more eager in gaining ＂one to one＂ tutorial system （χ^2= 7.834,P〈0.05）. Clinical parttime teachers showed their recognition in one-to-one ＂tutorial system＂. Conclusions The training method of ＂one-to-one＂ tutorial system for clinical teaching classes is either beneficial to the improvement of students＇ theory and practice level as well as clinical comprehensive ability, and it improves the business level and management ability of the tutorial teachers, which is worth popularizing and applying.