阶梯式带教配合个体化考核在高职院校护理实训教学中的应用

Application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges

目的探讨阶梯式带教配合个体化考核在高职院校护理实训教学中的应用效果。方法选取2020级高职护理专业护生219人,随机分为对照组(107人)与试验组(112人),均在第一学期开设护理实训课程。对照组采用传统教学,试验组采用阶梯式带教配合个体化考核教学。对比两组护生教学后的理论知识与实践技能考核成绩、教学前后的综合护理能力,并比较两组护生对教学的肯定度。以SPSS 22.0进行t检验和卡方检验。结果教学后试验组学生的理论知识与实践技能考核成绩各分项成绩及总分[(89.68±3.58)vs.(82.56±3.35);(91.75±3.01)vs.(85.36±2.58)]均高于对照组(P<0.05);教学前两组护生的综合护理能力比较差异无统计学意义,教学后的综合护理能力均高于教学前,且试验组护生的综合护理能力各分项成绩及总分[(86.53±2.61)vs.(80.32±2.31)]高于对照组(P<0.05);教学后试验组护生对教学方法激发学习兴趣与积极性、提高自学能力、提高综合素养、提高理论知识运用能力、提高临床思维能力的肯定度均高于对照组(P<0.05)。结论在高职院校护理实训教学中应用阶梯式带教配合个体化考核,可提高学生学习成绩及综合护理能力,并可提高其对教学的肯定度,可推广应用。

Objective To explore the application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges.Methods A total of 219 nursing students of Class 2020 were selected from a higher vocational college;they were randomly divided into control group(107 students)and experimental group(112 students),both of which were offered nursing training courses in the first semester.The control group was offered conventional teaching,while the experimental group was offered step-by-step mentorship combined with individualized assessment.The two groups were compared for post-training assessment scores of theoretical knowledge and practical skills and pre-training and post-training comprehensive nursing ability as well as their recognition of the teaching methods after training.The t-test and chi-square test were performed using SPSS 22.0.Results The post-training assessment scores of theoretical knowledge and practical skills were significantly higher in both subitem score[(89.68±3.58)vs.(82.56±3.35)]and total score[(91.75±3.01)vs.(85.36±2.58)]in the experimental group than in the control group(P<0.05).There were no significant differences in pre-training comprehensive nursing ability between the two groups,while the post-training comprehensive nursing ability scores were significantly higher in both subitem score and total score[(86.53±2.61)vs.(80.32±2.31)]in the experimental group than in the control group(P<0.05).After the training,students in the experimental group showed increased recognition of the teaching methods in stimulating their learning interest and initiative,improving their self-learning ability,improving their comprehensive literacy,improving their ability to apply theoretical knowledge,and improving their clinical thinking ability compared with the control group(P<0.05).Conclusion The application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges can improve students'academic performance and comprehensive nursing ability and increase their recognition of the teaching methods,thus making it worthwhile to be widely adopted.