“2＋2”医教协同护理人才培养模式的应用研究

The study on ＂2＋2＂ medicine-education cooperation talents training mode of nursing

目的创新护理人才培养模式，探索“2＋2”医教协同护理人才培养模式的应用效果。方法将2013级护理本科生分为对照组74人和试验组71人，对照组采用传统的“3＋1”人才培养模式，试验组采用“2＋2”医教协同人才培养模式，比较2组研究对象第5、6学期末考试成绩（理论＋技能）、毕业考试成绩、护士岗位胜任力量表得分的差异，分析应用效果。结果除护理专业英语外，2组研究对象第5、6学期各科理论考试成绩的差异均无统计学意义（P〉0．05）；试验组内科护理学、外科护理学、儿科护理学、妇产科护理学、急危重症护理学、康复护理学、社区护理学各科实验实训技能考试成绩分别为（89．32±6．02）、（89．46±5．29）、（88．06±6．34）、（89．32±5．58）、（83．99±6．44）、（82．58±5．78）、（83．56±6．12）分，对照组分别为（87．72±5．90）、（87．85±6．32）、（85．59±5．79）、（87．45±5．65）、（81．82±6．06）、（80．34±5．89）、（81．28±5．42）分，2组比较差异有统计学意义（t=2．052-3．261，均P〈0．05）；试验组毕业考试总成绩和实践技能成绩分别为（82．86±4．92）、（85．60±4．54）分，对照组分别为（81．07±5．52）、（84．07±4．59）分，2组比较差异有统计学意义（t=2．060、2．011，均P〈0．05）。试验组胜任力量表总得分及教育指导、管理能力、确保质量和工作角色4个维度的得分分别为（74．95±3．40）、（76．38±3．98）、（75．49±3．23）、（75．42±2．72）、（77．49±2．76）分，对照组分别为（73．63±4．39）、（72．90±4．23）、（74．12±4．19）、（74．32±3．36）、（76．46±3．24）分，2组比较差异有统计学意义（t=2．021-2．492，均P〈0．05）。结论“2＋2”医教协同护理人才培养模式是培养应用型人才、满足区域人才需求的有效途径，利于医院医疗和教学能力的提升，能够推动学院护理专业的建设，同时使“双师型”教师在实践中得以培养。

Objective To evaluate the application effect of ＂2＋2＂ medicine-education cooperation talents training mode. Methods The nursing undergraduates of 2013 grade were divided into the experimental and control group. The ＂2 ＋ 2＂ medicine-education cooperation talents training mode was adopted in the former and traditional training model was used in the latter. The final examination scores of the fifth and sixth semester, scores of graduation examination, scores of the Nurse Competence Scale were compared between the two groups. Results There was no difference of scores of theory examination between the two group except the Nursing Professional English whose scores were higher in the control group. The practical skills exam scores of Medical Nursing, Surgical Nursing, Paediatric Nursing, Nursing of Gynecology and Obstetrics, Emergency Nursing, Rehabilitation Nursing, Community Nursing in the experimental group were 89.32±6.02, 89.46±5.29, 88.06±6.34, 89.32±5.58, 83.99±6.44, 82.58±5.78, 83.56±6.12, the control group were 87.72±5.90, 87.85±6.32, 85.59±5.79, 87.45±5.65, 81.82±6.06, 80.34±5.89, 81.28±5.42, and the differences were statistically significant （t=2.052-3.261, P〈0.05）. The total and practical skills scores of graduation examination in the experimental group were 82.86±4.92, 85.60±4.54, which were 81.07±5.52, 84.07±4.59 in the control group. There were significant differences between the two groups （t=2.060, 2.011, P〈0.05）. The total score of Nurse Competence Scale and scores of the four dimensions of Teaching-coaching, Managing situations, Ensuring quality, Work role were 74.95 ± 3.40, 76.38 ± 3.98, 75.49 ±3.23, 75.42 ± 2.72, 77.49 ±2.76 in the experimental group, the control group were 73.63 ± 4.39, 72.90 ± 4.23, 74.12 ± 4.19, 74.32± 3.36, 76.46± 3.24, respectively. The differences were statistically significant （t=2.021- 2.492, P〈 0.05）. Conclusions The ＂2 ＋ 2＂ medicine- education cooperation talents training mode is proved to be an effective way to train nursing applied talents to meet regional demands. It could improve the hospital＇s synthetic strength including health care quality and teaching ability, promote the development and construction of the nursing specialty and train the double- certificate teachers.