专科个案护理教学法在培养护生临床综合能力中的作用

The role of case nursing teaching method in training nursing students′ clinical comprehensive ability

目的研究专科个案护理教学法在培养护理实习生临床综合能力中的作用。方法于2017年1月在山东省菏泽市立医院开始实施专科个案护理教学法,在该教学法实施前(2016年1-12月)和实施后(2017年1-12月)各抽出65名护理实习生分别纳入对照组和研究组,统计并比较2组护生的出科考试成绩、他评成绩及自评成绩。结果在出科考试成绩方面,研究组理论成绩、实践成绩、案例分析成绩分别为(87.50±0.52)、(88.45±0.63)、(84.48±0.36)分,对照组分别为(76.82±0.62)、(80.56±0.45)、(73.35±0.43)分,2组比较差异有统计学意义(t=95.174、73.489、143.115,均P<0.01);在他评成绩方面,研究组他评满意度、整体护理能力、沟通能力、护生发现及解决问题能力评分分别为(9.62±0.34)、(9.45±0.63)、(9.38±0.36)、(9.20±0.16)分,对照组分别为(8.28±0.32)、(8.56±0.45)、(8.05±0.43)、(8.12±0.23)分,2组比较差异有统计学意义(t=8.290~27.797,均P<0.01);在自评成绩方面,研究组对带教老师满意度、带教方法认可度、职业认同度、实习收获、整体护理能力提升、发现及解决问题能力提升、沟通能力提升评分分别为(8.45±0.26)、(8.78±0.32)、(8.55±0.43)、(8.74±0.34)、(9.32±0.27)、(8.46±0.33)、(8.72±0.31)分,对照组分别为(9.35±0.40)、(7.56±0.45)、(7.15±0.63)、(7.26±0.61)、(8.26±0.32)、(7.06±0.30)、(7.37±0.69)分,2组比较差异有统计学意义(t=14.389~25.309,均P<0.01)。结论专科个案护理教学法不仅可以提高护理实习生的理论知识、操作和案例分析能力,而且可以提高其整体护理、沟通以及发现问题、解决问题等综合能力,同时还可提高护生职业认同度、医护人员及患者满意度,利于护生在临床工作中的职业发展。

Objective To study the effect of special case nursing teaching method on improving the clinical practice ability and comprehensive ability of nursing interns. Methods In January 2017, the teaching method of specialized case nursing was implemented in Heze Municipal Hospital, Shandong Province. Before and after the implementation of the teaching method (January 2016 to December 2017), 65 nursing interns were selected to be included in the reference group and the research group respectively. The scores of medical examination, other evaluation and self-evaluation of the two groups were counted and compared. Results In terms of academic, practical and case analysis scores, the research group had (87.50±0.52),(88.45±0.63) and (84.48±0.36) scores respectively, while the control group had (76.82±0.62),(80.56±0.45) and (73.35±0.43) scores respectively. The research group had higher scores than the control group, with a difference between the two groups, there was statistical significance (t=95.174, 73.489, 143.115, all P<0.01). In terms of his evaluation results, the scores of other evaluation satisfaction, holistic nursing ability, communication ability, discovery and problem solving ability of nursing students in the study group were (9.62±0.34),(9.45±0.63),(9.38±0.36) and (9.20±0.16) respectively, while those in the control group were (8.28±0.32),(8.56±0.45),(8.05±0.43) and (8.12±0.23), there were significant differences between the two groups (t = 8.290-27.797, all P<0.01). In terms of self-assessment scores, the study group scored (8.45±0.26),(8.78±0.32),(8.55±0.43),(8.74±0.34),(9.32±0.27),(8.46±0.33),(8.72±0.31) respectively on the satisfaction of teachers, the recognition of teaching methods, professional identity, internship harvest, the improvement of holistic nursing ability, the improvement of discovery and problem solving ability and the improvement of communication ability. The scores of the control group were (9.35±0.40),(7.56±0.45),(7.15±0.63),(7.26±0.61),(8.26±0.32),(7.06±0.30),(7.37±0.69),the differences between the two groups were significant (t=14.389-25.309, all P<0.01). Conclusion Specialized case nursing teaching method can not only improve the theoretical knowledge, operation and case analysis ability of nursing interns, but also improve their comprehensive abilities of holistic nursing, communication, problem finding and problem solving. It can also improve the professional identity of nursing students, the satisfaction of medical staff and patients, which is beneficial to the professional development of nursing students in clinical work.