中医护理两种临床带教方法的应用研究

Applied Research on Two Clinical Teaching Methods of Traditional Chinese Nursing

目的研究中医护理临床带教过程中运用不同方式产生的效果。方法选择2018年9月—2019年9月入该院脑病科的100名实习生作为研究对象,采用单双号分组的方式平均分为常规组和研究组,前者接受传统教学法,后者接受PBL教学法,对比两组研究结果。结果研究组理论成绩(36.51±1.02)分、操作技能(35.58±1.21)分、综合能力(18.55±0.24)分均高于常规组(32.35±1.18)分、(32.41±1.30)分、(16.38±0.49)分,差异有统计学意义(P<0.05),带教方法(18.74±1.33)分、带教效果(18.65±1.47)分、带教态度(18.87±1.02)分以及带教内容(18.90±1.14)分均高于常规组(16.02±1.41)分、(16.31±1.20)分、(16.47±1.11)分、(16.25±1.03)分,差异有统计学意义(P<0.05),带教满意度96.00%明显高于常规组72.00%,差异有统计学意义(P<0.05)。结论运用PBL教学法能够对中医护理临床带教产生积极的应用效果,值得进一步推广应用。

Objective To study the effects of different methods in the implementation of clinical teaching of Chinese medicine nursing.Methods 100 interns who entered the encephalopathy department of the hospital from September 2018 to September 2019 were selected as the research objects,and divided into routine group and research groups by using the odd and even number grouping method.The former accepted the traditional teaching method,and the latter accepted the PBL teaching method.The results of the two groups were compared.Results The theoretical score(36.51±1.02)points,operation skills(35.58±1.21)points,and comprehensive ability(18.55±0.24)points of the research group were higher than those of the conventional group(32.35±1.18)points,(32.41±1.30)points,(16.38±0.49)points,the difference was statistically significant(P<0.05),teaching method(18.74±1.33)points,teaching effect(18.65±1.47)points,teaching attitude(18.87±1.02)points,and teaching content(18.90±1.14)points,higher than the routine group(16.02±1.41)points,(16.31±1.20)points,(16.47±1.11)points,(16.25±1.03)points,the difference was statistically significant(P<0.05),96.00%of teaching satisfaction was significantly higher than the routine group 72.00%,the difference was statistically significant(P<0.05).Conclusion The use of PBL teaching method can produce a positive application effect on the clinical teaching of traditional Chinese medicine nursing,and it is worthy of further popularization and application.