启发式临床医学带教模式结合反馈理论在内分泌科护理教学中的应用

Effect of problem-originated clinical medical curriculum combined with feedback theory in nursing teaching of the Department of Endocrinology

目的探讨启发式临床医学带教模式(PCMC)结合反馈理论在内分泌科护理教学中的应用效果。方法采用便利抽样法,选取2018年1月—2020年1月在山西省人民医院内分泌科实习的150名护士为研究对象,2018年1月—2019年1月实习的76名护士为对照组,2019年2月—2020年1月实习的74名护士为观察组。对照组采用传统教学模式,观察组在对照组基础上实施PCMC结合反馈理论。比较两组干预前后护理考核成绩、护理能力和带教满意度。结果干预后,两组理论知识、临床操作、专科护理、工作职责评分均较干预前升高,且观察组高于对照组,差异有统计学意义(P<0.05)。干预后,两组发现问题、紧急应对、解决问题、团队协作评分均较干预前升高,且观察组高于对照组,差异有统计学意义(P<0.05)。干预后,观察组护理带教内容、护理带教形式、护理带教态度、护理带教能力满意度评分均高于对照组,差异有统计学意义(P<0.05)。结论PCMC结合反馈理论在内分泌科护理教学中的应用效果良好,可以提高内分泌科护理教学效果及实习护士的满意度,值得临床推广应用。

Objective To explore the effect of the problem-originated clinical medical curriculum(PCMC)combined with feedback theory in nursing teaching of the Department of Endocrinology.Methods From January 2018 to January 2020,convenience sampling method was used to select 150 nurses who interned in the Department of Endocrinology of Shanxi Provincial People's Hospital as the research subjects.The control group consisted of 76 nurses who interned from January 2018 to January 2019,and the observation group consisted of 74 nurses who interned from February 2019 to January 2020.The control group was taught using traditional teaching methods,while the observation group implemented PCMC combined with feedback theory on the basis of the control group.Before and after intervention,nursing assessment results,nursing ability and teaching satisfaction were compared between the two groups.Results After intervention,the scores of theoretical knowledge,clinical practice,specialized nursing,job responsibility of the two groups were higher than those before intervention,and the scores of the observation group were higher than those of the control group,with statistically significant differences(P<0.05).After intervention,the scores of problem detection,emergency response,problem-solving,and team collaboration of the two groups were higher than those before intervention,and the scores of the observation group were higher than those of the control group,with statistically significant differences(P<0.05).After intervention,the satisfaction scores of nursing teaching content,teaching form,teaching attitude,and teaching ability of the observation group were higher than those of the control group,with statistical differences(P<0.05).Conclusions PCMC combined with feedback theory applied in nursing teaching of the Department of Endocrinology shows good application effects,which can improve the nursing teaching effectiveness of the Department of Endocrinology and the satisfaction of intern nurses.It is worthy of clinical promotion and practice.