循证护理教学模式在外科病区护理本科实习生临床带教中的应用

Application of evidence-based nursing teaching mode in clinical teaching for undergraduate nursing students in surgical ward

目的:探讨循证护理教学模式在临床带教中对护理本科实习生循证实践能力、评判性思维和创造力倾向的效果。方法:选取2019年7月至2021年11月在山东大学齐鲁医院结直肠/甲状腺外科病区实习的14组79名本科护生为研究对象。按照随机数字表法分为循证护理教学组33名和传统教学组46名。传统教学组根据总临床实习计划、科室带教计划、培训项目清单,进行一对一带教;循证护理教学组在传统教学基础上,实施为期4周3次理论课程及相应实践指导的循证护理教学。使用循证实践能力评估量表、评判性思维能力测量表、威廉斯创造力倾向测量表分别在入科时和出科时评估本科护生的循证实践能力、评判性思维和创造力倾向。采用一般线性模型(重复测量)评价干预效果。结果:出科时,循证护理教学组循证实践知识得分、寻求真理性(评判性思维的维度)得分、创造力倾向得分分别为(22.09±3.15)、(39.61±5.26)、(109.88±11.76)分,传统教学组分别为(20.56±3.00)、(37.93±4.38)、(109.37±10.78)分;入科时,循证护理教学组循证实践知识得分、寻求真理性(评判性思维的维度)得分、创造力倾向得分分别为(19.54±3.54)、(39.24±3.54)、(104.88±10.97)分,传统教学组分别为(19.89±3.15)、(40.48±4.12)、(108.72±10.72)分,出科时循证实践知识得分、寻求真理性(评判性思维的维度)得分、创造力倾向得分较入科时的增加程度,循证护理教学组显著高于传统教学组(F=4.51、10.03、4.21,均P<0.05)。结论:循证护理教学模式有利于本科护生循证实践知识的增加,可提高本科护生的评判性思维能力、创造力倾向。

Objective To examined the effects of the evidence-based nursing teaching mode for undergraduate nursing students on evidence-based practice ability,critical thinking and creativity.Methods From July 2019 to November 2021,79 undergraduate nursing students from 14 groups who practiced in Department of Colorectal Surgery/Thyroid Surgery of Qilu Hospital of Shandong University were randomly assigned to evidence-based nursing teaching group(33 cases)and traditional teaching group(46 cases)by random number method.The traditional teaching group conducts one-to-one teaching according to the general clinical practice plan,the teaching plan of the department,and the list of training items;the evidence-based nursing teaching group,on the basis of traditional teaching,implements three courses and corresponding practice guidance of evidence-based nursing teaching for 4 weeks.The evidence-based practice ability,critical thinking and creativity tendency of undergraduate nursing students were evaluated by the Evidence-Based Practice Competence Questionnaire,Critical Thinking Disposition Inventory-Chinese Version,and Williams Creativity Tendency Scale before and immediately after the intervention.Generalized linear models(repeated measures)were used in the analyses.Results After the intervention,the scores of evidence-based practical knowledge,truth seeking(the dimension of critical thinking)and creative tendency in evidence-based nursing teaching group were 22.09±3.15,39.61±5.26,and 109.88±11.76,respectively,the traditional teaching group was 20.56±3.00,37.93±4.38,and 109.37±10.78,respectively.Before the intervention,the scores of evidence-based practical knowledge,truth seeking(the dimension of critical thinking)and creative tendency in evidence-based nursing teaching group were 19.54±3.54,39.24±3.54 and 104.88±10.97,respectively,the traditional teaching group were 19.89±3.15,40.48±4.12,and 108.72±10.72,respectively.The increased scores of evidence-based practical knowledge,truth-seeking(dimension of critical thinking),and creativity tendency after the intervention in the evidence-based nursing teaching group were significantly higher than those of the traditional teaching group(F=4.51,10.03,4.21,all P<0.05).Conclusions The evidence-based nursing teaching mode is conducive to the increase of evidence-based practical knowledge,improvement of the critical thinking ability and creativity of undergraduate nursing students.