| 基金项目:陕西省科学计划项目（2023-YBGY-147） |
|
| 摘要点击次数: 88 |
| 全文下载次数: 65 |
| 中文摘要: |
| 目的 探究“参与型-混合型”改良教学对急诊新定科护士综合能力的影响。方法 选取2019年6月至2020年6月在空军军医大学第一附属医院西京医院接受常规教学的30名急诊新定科护士作为对照组；选取2020年7月至2022年8月接受“参与型-混合型”改良教学的30名急诊新定科护士作为观察组。比较两组考核成绩、评判性思维能力、护士核心能力及教学满意度。使用SPSS 24.0进行t检验、卡方检验和Fisher精确检验。结果 教学后，观察组护士病例分析、理论知识及急诊手术室基本技能成绩分别为（21.36±2.58）分、（32.12±1.28）分和（24.02±1.37）分，均高于对照组的（19.02±1.79）分、（29.68±1.54）分和（20.69±1.65）分（P<0.05）；教学后，两组护士评判性思维能力（分析能力、未知欲、寻找真相的能力、认知成熟度、思想开放程度、系统化能力和批判性思维的自信心）评分均升高（P<0.05），且观察组高于对照组（P<0.05）；教学后，两组护士核心能力（围手术期评估能力、专业配合能力、专业基础能力、专业管理能力和专业发展能力）评分均升高（P<0.05），且观察组高于对照组（P<0.05）；教学后，观察组护士教学满意度（学习价值感、师生人际关系、群体互动、教学热情与组织清晰性、课程管理、教师知识宽度、功课量及难度）评分均高于对照组。结论 参与型-混合型改良教学能提高急诊新定科护士教学质量，增强护士评判性思维能力和核心能力，提高教学满意度。 |
| 英文摘要: |
| Objective To explore the influence of "participatory mixed" modified teaching on the comprehensive ability of new nurses in emergency department.Methods Thirty newly designated emergency nurses who received routine teaching in our hospital from June 2019 to June 2020 were selected as the control group. Thirty newly designated emergency nurses who received "participatory mixed" modified teaching from July 2020 to August 2022 were selected as the observation group. The exam results, critical thinking ability, core competencies of nurses, and teaching satisfaction were compared between two groups. The t-test χ2 test and Fisher's exact test were performed using SPSS 24.0.Results After teaching, nurses in the observation group scored (21.36±2.58) points, (32.12±1.28) points, and (24.02±1.37) points in case analysis, theoretical knowledge, and basic emergency skills, respectively, higher than (19.02±1.79) points, (29.68±1.54) points, and (20.69±1.65) points in the control group (P<0.05). After teaching, the scores of critical thinking ability (analytical ability, unknown desire, truth searching ability, cognitive maturity, openness of mind, systematization ability, and critical thinking confidence) were increased in both groups (P<0.05), and the scores were significantly higher in the observation group than in the control group (P<0.05). After teaching, the scores of core competencies of nurses (perioperative assessment ability, professional cooperation ability, professional basic ability, professional management ability, and professional development ability) were significantly enhanced in the two groups (P<0.05), and the various scores in the observation group were significantly higher than those in the control group (P<0.05). After teaching, the scores of teaching satisfaction (sense of learning value, teacher-student interpersonal relationships, group interaction, teaching enthusiasm and organizational clarity, course management, teacher's knowledge width, and homework volume and difficulty) of nurses in the observation group were higher than those in the control group.Conclusions "Participatory mixed" modified teaching model can improve the teaching quality in new nurses in emergency department, enhance critical thinking ability and core competence of nurses, and improve teaching satisfaction. |
|
查看全文 查看/发表评论 下载PDF阅读器 |
|
| 关闭 |
|
|
|
