浅析持续质量改进在急诊科护理带教中的应用

Analysis on the Application of Continuous Quality Improvement in Nursing Teaching in Emergency Department

目的探究急诊科护理带教中采用持续质量改进的应用效果。方法选取102名在该院急诊科实习的护士作为实验研究对象,实验区间为2018年5月-2019年5月,随机分为研究组(n=51)、对照组(n=51),研究组采用急诊科持续质量改进带教方式,对照组采用急诊科常规带教方式,对比两组的带教效果。结果研究组出科考核成绩、知识理解能力、综述能力、预检分诊能力、理论知识掌握能力、文献评估能力、护理问题解决能力、护理思维能力、急诊实践操作能力等评分均高于对照组,两组数据对比差异有统计学意义(P<0.05);研究组带教教学总满意度为96.08%,对照组带教教学总满意度为66.67%,两组数据对比差异有统计学意义(χ~2=10.053,P<0.05)。结论采用持续质量改进带教方式能持续优化教学方法,巩固学生护理基础知识,提高学生的实操能力,在临床教学中有指导意义。

Objective To explore the application effect of continuous quality improvement in nursing teaching in emergency department. Methods A total of 102 nurses who were interned in the emergency department of the hospital were selected as experimental research subjects. The experimental interval was from May 2018 to May 2019. They were randomly divided into a study group(n=51) and a control group(n=51). The study group used the continuous quality improvement teaching method in the emergency department, and the control group used the conventional teaching method in the emergency department to compare the teaching effects of the two groups. Results The research group scored higher than those of the control group in the scores of scientific assessments, knowledge comprehension ability, review ability, pre-inspection and triage ability, theoretical knowledge mastery ability, literature assessment ability, nursing problem solving ability, nursing thinking ability, and emergency practice operation ability. The comparison between the two groups was significantly different(P<0.05);the total satisfaction with teaching in the study group was 96.08%, and the total satisfaction with teaching in the control group was 66.67%. The comparison between the two groups was significantly different(χ~2=10.053, P <0.05).Conclusion The continuous quality improvement teaching method can continuously optimize the teaching method,consolidate the basic knowledge of nursing and increase the practical ability of students, which has guiding significance in clinical teaching.