微格教学方法在护理学专业学生临床沟通能力培养中的应用研究

Application of microteaching method in the training of clinical communication skills among nursing interns

目的探讨微格教学方法对培养护理学专业学生临床沟通能力的效果。方法采用实验对照方法。选取在包头医学院第一附属医院实习的2012级四年制护理学专业80名学生为研究对象，将其随机分为实验组和对照组，每组40人。在内科护理学实习中，对照组采用传统带教方法，实验组采用微格教学方法，实习时间均为12周。内科护理学实习结束后，采用自行设计问卷调查两组学生对各自教学方法的评价；采用客观结构化临床考试（objectivestructurMclinicMexamination，OSCE）对两组学生的内科护理学实习进行出科考核，统计总成绩；采用《护理学专业学生临床沟通能力测评量表》评价微格教学方法对学生临床沟通能力的影响。结果实验组学生对微格教学方法的评价明显高于对照组学生对传统教学方法的评价（P〈0．05）。OSCE考核结果表明，实验组学生和对照组学生的内科护理学实习出科考核成绩分别为（82．09±10．19）分和（77．35±2．90）分，其差异具有统计学意义（t=5．254，P〈0．01）。实验组学生的临床沟通能力得分为（84．30±10．43）分，明显高于对照组学生的得分（77．65±6．97）分，其差异具有统计学意义（P〈0．01）。同时，实验组学生在测评量表中的6个项目的得分也均高于对照组学生，差异均具有统计学意义（均P〈0．01）。结论在护理学专业学生临床实习带教中运用微格教学方法，调动了学生学习的主动性，提高了学生的学习兴趣，有利于培养和强化学生的临床沟通意识和能力，使护患沟通更加专业、顺畅，并提高了学生的临床实习效果。

Objective To investigate the practical effects of microteaching method in the training of clinical communication ability among nursing interns. Methods Using the convenient sampling meth- od ,80 nursing students interns in the First Affiliated Hospital of Baotou Medical College were selected and randomly divided into control group and intervention group, 40 per group. The students took the traditional clinical teaching method in the control group, and the students in the intervention group were given the mi- croteaching method in the clinical practice of department of internal medicine （ 12 weeks internship time）. The serf-designed questionnaire was used to evaluate the effect of the two teaching methods after the prac- tice. The objective structural clinical examination （ OSCE ） was used to assess the subjects of the two groups in internal medical nursing. The clinical communication competence scale of the nursing students was used to investigate the clinical communication ability of nursing students. Results The evaluation to the microteaching method was significantly higher than that of the traditional teaching method （ P 〈 0. 05 ）. The scores of the students were （82. 09 ± 10. 19） and （77.35 ±2. 90） in the intervention group and the control group, the difference was statistically significant （ t = 5. 254, P 〈 0.01 ）. The scores of clinical communication ability of intervention group students（ 84.30±10.43 ） were higher than that of control group significantly（77.65 ± 6. 97 ）, There was significant difference between the two groups（ P 〈 0.01 ）. Con- clusions It is to strengthen the students＇ learning initiative and improve the interest in learning, to culti- vate and strengthen the nursing students＇ clinical communication awareness and the level of it, and signifi- cantly improve the students＇ clinical practice effect by using microteaching method in clinical nursingpractice teaching.