探讨循证护理+情景教学法在心内科护生带教中的应用效果

Discussion on the Application Effect of Evidence-based Nursing+Situational Teaching Method in the Teaching of Nursing Students in Cardiology Department

目的研究在心内科护生带教中应用循证护理+情景教学法的效果。方法将2018年1月—2020年12月在该院心内科实习的护理实习生60名作为研究对象,随机抽签分为两组,对照组30名按照常规教学方法进行实习带教,观察组30名采取循证护理+情景教学法进行实习带教,比较两组实习质量。结果观察组理论知识考核成绩评分为(92.43±3.68)分,护理操作技能考核成绩评分为(90.42±5.19)分,均高于对照组理论知识考核结果(86.42±3.12)分、操作技能考核结果(85.76±5.41)分,差异有统计学意义(t=6.823、3.405,P<0.05)。观察组促进自主学习、调动学习主动性、可解决护理相关问题、实践操作能力提高评分分别为(8.42±0.63)分、(9.02±0.38)分、(8.76±0.43)分、(8.56±1.04)分,均高于对照组(7.95±0.54)分、(8.23±0.41)分、(8.16±0.39)分、(7.89±0.78)分,差异有统计学意义(t=3.102、7.740、5.661、2.823,P<0.05)。观察组实习护生对实习带教的满意度为100.00%,高于对照组实习护生的实习带教满意度80.00%,差异有统计学意义(χ^(2)=4.630,P<0.05)。观察组实习护生教学查房、健康教育、专科操作、晨间提问、基础操作表现评分分别为(17.48±1.96)分、(18.23±0.82)分、(18.12±0.62)分、(17.91±1.03)分、(18.13±0.46)分,高于对照组实习护生评分结果(15.71±1.34)分、(16.04±0.89)分、(16.08±0.59)分、(15.21±1.06)分、(15.46±1.04)分,差异有统计学意义(t=4.083、9.912、13.055、10.006、12.860,P<0.05)。结论循证护理+情景教学法用于心内科护生带教中能获得较高的带教质量,实习护生的基础知识掌握度与操作技术能力均更高,且实习护生对实习带教有更高的满意度。

Objective To study the effect of evidence-based nursing plus situational teaching method in the teaching of nursing students in cardiology department.Methods Sixty nursing interns who were internships in the cardiology department of the hospital from January 2018 to December 2020 were selected as the research objects,and randomly drawn into 2 groups.Thirty students in the control group took practice teaching according to conventional teaching methods,and 30 students in the observation group took evidence-based nursing+situational teaching methods for practice teaching.Compared the quality of internship between the two groups.Results The theoretical knowledge assessment score of the observation group was(92.43±3.68)points,and the nursing operation skill assessment score was(90.42±5.19)points,which were higher than the theoretical knowledge assessment score of the control group(86.42±3.12)points,the operation skill assessment score of the control group(85.76±5.41)points,the difference was statistically significant(t=6.823,3.405,P<0.05).The scores of promoting independent learning,activating learning initiative,solving nursing related problems and improving practical operation ability in the observation group were(8.42±0.63)points,(9.02±0.38)points,(8.76±0.43)points and(8.56±1.04)points,higher than those in the control group(7.95±0.54)points,(8.23±0.41)points,(8.16±0.39)points and(7.89±0.78)points,the difference was statistically significant(t=3.102,7.740,5.661,2.823,P<0.05).The satisfaction degree of nursing students in the observation group was 100.00%,which was higher than that in the control group(80.00%),the difference was statistically significant(χ^(2)=4.630,P<0.05).The scores of teaching ward round,health education,specialized operation,morning questioning and basic operation of the observation group were(17.48±1.96)points,(18.23±0.82)points,(18.12±0.62)points,(17.91±1.03)points,(18.13±0.46)points respectively.It was higher than that of the control group(15.71±1.34)points,(16.04±0.89)points,(16.08±0.59)points,(15.21±1.06)points,(15.46±1.04)points,the difference was statistically significant(t=4.083,9.912,13.055,10.006,12.860,P<0.05).Conclusion Evidence based nursing plus situational teaching method can obtain higher teaching quality for nursing students in cardiology department,the basic knowledge and operation skills of nursing students are higher,and the nursing students have higher satisfaction with the teaching.