新生儿监护室低年资护士带教中PBL教学法的运用

The Application of PBL Teaching Method in the Teaching of Low-age Nurses in Neonatal Intensive Care Unit

目的探究新生儿监护室低年资护士带教中PBL教学法的应用价值。方法将该院2019年2—6月期间在职的20名低年资护理人员作为对照组,2019年8—12月期间在职的20名低年资护理人员相比作为观察组,每组护理新生儿50例,观察组实施PBL教学法,对照组实施常规带教,对比观察两组护理人员的考核成绩(生命体征评估能力评分、诊断评分、操作评分、沟通评分、理论成绩评分)、学习效果(学习态度评分、责任心评分、双向交流评分、知识宽度评分)、带教满意度及带教依从性、新生儿不良反应。结果观察组新生儿监护不良反应(发热、腹泻、脱水、哭闹、皮疹)发生率与对照组相比,观察组不良反应发生率更低,差异有统计学意义(P<0.05),观察组低年资护理人员实习效果成绩均高于对照组,差异有统计学意义(P<0.05),观察组低年资护理人员综合考核成绩相比于对照组,差异有统计学意义(P<0.05),观察组带教满意度95.00%相比于对照组带教满意度60.00%,差异有统计学意义(P<0.05),观察组带教依从性95.00%相比于对照组带教依从性55.00%,差异有统计学意义(P<0.05).结论在新生儿监护室临床带教中应用PBL教学法,能够有效改善低年资护士的带教依从性,使低年资护士操作技术能力提高,带教效果显著。

Objective To explore the application value of PBL teaching method in the teaching of low-age nurses in neonatal intensive care unit.Methods 20 low-age nursing staffs who in-serviced in the hospital from February to June 2019 were used as the control group,and 20 low-age nursing staff who worked in the hospital from August to December 2019 were used as the observation group,each group nurses 50 newborns.The observation group implemented PBL teaching method,and the control group implemented routine teaching.The assessment results of the two groups of nursing staff(vital sign assessment ability score,diagnostic score,operation score,communication score,theoretical score score),learning effect(learning attitude score,responsibility score,two-way communication score,knowledge breadth score),teacher satisfaction and teaching compliance,and neonatal adverse reactions.Results The incidence of adverse reactions in neonatal care(fever,diarrhea,dehydration,crying,rash)in the observation group compared with those in the control group,and the incidence of adverse reactions in the observation group was lower,the difference was statistically significant(P<0.05).The observation group of junior nursing staff with effect scores were all higher than those of the control group,the difference was statistically significant(P<0.05).Compared with the control group,the comprehensive assessment scores of low-age nursing staff in the observation group have more significant advantages,the difference was statistically significant(P<0.05),and the observation group's satisfaction with teaching was 95.00%,compared with 60.00%of the control group's teaching satisfaction,the difference was statistically significant(P<0.05).The observation group's teaching compliance was 95.00%compared to the control group's 55.00%,the difference was statistically significant(P<0.05).Conclusion The application of PBL teaching method in clinical teaching in neonatal intensive care unit can effectively improve the teaching compliance of junior nurses,improve the operational skills of junior nurses,and have a significant teaching effect.