翻转课堂教学模式在低年资护士安全文化培训中的应用效果

Application effect of flipping classroom teaching model in safety culture training of junior nurses

目的探讨翻转课堂教学模式在低年资护士安全文化培训中的应用效果。方法选择2017年8月在安徽医科大学附属六安医院工作年限≤5年的150名护士为研究对象,采用随机数字表法分为对照组与观察组,每组75名。对照组采用传统课堂培训形式,观察组进行相同课程内容的翻转课堂教学模式。培训后分析两组护士综合考核成绩、学业情绪、安全文化感知水平、护理不良事件发生率,比较2种不同培训形式的培训效果。结果观察组护士理论知识考核成绩为(85.72±10.08)分、案例分析考核成绩为(78.51±7.13)分、学业情绪积极活动得分为(71.73±5.32)分、积极结果得分为(30.11±2.10)分、患者安全文化感知水平得分为(4.65±0.41)分,均高于对照组,学业情绪消极活动得分(18.42±2.86)分、消极结果得分(29.12±6.01)分,均低于对照组,差异均有统计学意义(P<0.05)。培训后6个月内,观察组共发生护理不良事件5例,对照组15例,差异有统计学意义(χ~2=5.769,P=0.016)。结论翻转课堂教学模式可以有效提升低年资护士安全文化培训综合考核成绩和患者安全文化感知水平,改善学业情绪,降低护理不良事件发生率。

Objective To explore the application effect of flip classroom teaching mode in safety culture training for junior nurses. Methods A total of 150 nurses with working life less than five years in Lu’an Hospital Affiliated to Anhui Medical University in August 2017 were selected as the subjects.They were divided into control group and observation group by random number table method, with 75 nurses in each group. The control group was given traditional classroom training, while the observation group was given the same course content reversal classroom teaching mode.After training, the scores of comprehensive assessment, academic mood, safety culture perception level and the incidence of nursing adverse events were analyzed, and the training effects of two different training forms were compared. Results In observation group,the score of theoretical knowledge assessment,case analysis,positive activities in academic emotion,positive knots,the fruit score, andthe score of perceptionlevel of patient safety cultureof nurses was (85.72±10.08),(78.51±7.13),(71.73±5.32),( 30.11± 2.10) and (4.65±0.41), respectively, which were all higher than those in control group.Whereas, the score of negative activities in academic emotion and the fruit scorewas(18.42±2.86) and (29.12±6.01) respectively, lower than those of control group, and the difference was statistically significant ( P <0.05). Within six months after training, 5 cases of nursing adverse events occurred in observation group and 15 cases in control group, with significant difference(χ 2 =5.769, P =0.016). Conclusions Flipping classroom teaching mode can effectively improve the comprehensive assessment results of safety culture training for junior nurses and patient safety culture perception level, improve academic mood and reduce the incidence of adverse nursing events.