跟班带教联合逆向讲课法提升低年资护士核心能力
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摘要
目的研究跟班带教联合逆向讲课方法对心内科低年资护士专业知识的提升效果及影响。方法选取2012—2015年心内科轮转的87名低年资护士作为对照组; 2016—2019年心内科轮转的92名低年资护士作为观察组。对照组护士采用传统的教员授课形式进行培训,观察组采用跟班带教联合逆向讲课方法进行培训,均培训2个月。比较两组护士的整体考核成绩、患者对低年资护士的满意度、观察护士对跟班带教联合逆向讲课法教学效果的评价。结果观察组的考核成绩显著优于对照组(P<0.01);观察组护士对跟班带教联合逆向讲课教学法的赞成度大于90.00%;患者对观察组护士的护理技术、专业知识、工作态度、康复指导、健康教育的满意度均显著高于对照组(P<0.01)。结论应用跟班带教联合逆向讲课方法教学有助于提升低年资护士的专业知识、患者的满意度。
Objective To study the effect and influence of teaching in combination with reverse teaching on the professional knowledge of junior nurses in cardiology department. Methods Eighty-seven junior nurses in cardiology department from 2012 to 2015 were selected as control group,and 92 junior nurses in cardiology department from 2016 to 2019 were selected as observation group. The nurses in the control group were trained by the traditional teaching square method,while the nurses in the observation group were trained by the method of follow-up teaching combined with reverse teaching. Both groups were trained for 2 months. The scores of theoretical knowledge assessment,patients' satisfaction with junior nurses,and the evaluation of the effect of the combined teaching method of follow-up and reverse lecture were compared between the two groups. Results The examination results of the observation group were significantly better than those of the control group( P<0.01); the nurses in the observation group were more than 90.00% in favor of the teaching method combined with reverse lecture; the patients' satisfaction with nursing technology,professional knowledge,working attitude,rehabilitation guidance and health education of the nurses in the observation group were significantly higher than those in the control group( P<0.01).Conclusion The application of follow-up teaching combined with reverse teaching method can help to improve the professional knowledge of senior nurses and improve patient satisfaction.
Objective To study the effect and influence of teaching in combination with reverse teaching on the professional knowledge of junior nurses in cardiology department. Methods Eighty-seven junior nurses in cardiology department from 2012 to 2015 were selected as control group,and 92 junior nurses in cardiology department from 2016 to 2019 were selected as observation group. The nurses in the control group were trained by the traditional teaching square method,while the nurses in the observation group were trained by the method of follow-up teaching combined with reverse teaching. Both groups were trained for 2 months. The scores of theoretical knowledge assessment,patients' satisfaction with junior nurses,and the evaluation of the effect of the combined teaching method of follow-up and reverse lecture were compared between the two groups. Results The examination results of the observation group were significantly better than those of the control group( P<0.01); the nurses in the observation group were more than 90.00% in favor of the teaching method combined with reverse lecture; the patients' satisfaction with nursing technology,professional knowledge,working attitude,rehabilitation guidance and health education of the nurses in the observation group were significantly higher than those in the control group( P<0.01).Conclusion The application of follow-up teaching combined with reverse teaching method can help to improve the professional knowledge of senior nurses and improve patient satisfaction.
引文
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[15]张文彦,史作霞,李馨.冠心病监护室低年资护士夜班独立面对抢救时的内心感受和需求[J].护理研究,2013,27(4):324-325.
[16]Corry M,Timmins F.The use of teaching portfolios to promote excellence and scholarship in nurse education[J].Nurse Educ Pract,2009,9(6):388-392.
[2]张全英,李琼,朱玉花,等.Seminar模式在护士规范化培训中的应用[J].中国继续医学教育,2016,8(17):6-7.
[3]谢建飞,丁四清,易琦峰,等.护理管理学员临床跟班培训方法的改进[J].护理研究,2013,27(12):1120-1122.
[4]Ashton K S.Teaching Nursing Students to Care for Patients Who Are Inmates[J].J Nurs Educ,2017,56(11):655-659.
[5]Green C.New Nursing Faculty and Incivility:Applying Mindfulness-Based Strategies[J].Holist Nurs Pract,2018,32(1):4-7.
[6]崔鸣欧,姚英燕,刘鸿芹.逆向教学模式在重症监护病房低年资护士专科技能培训中的应用[J].中国乡村医药,2016,23(12):85-86.
[7]Christoffersen J E.Teaching Accelerated Second-Degree Nursing Students:Educators From Across the United States Share Their Wisdom[J].Nurs Forum,2017,52(2):111-117.
[8]Ndawo M G.Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng[J].Curationis,2016,39(1):1-9.
[9]陈国连,陈莹莹,凌瑛,等.PDCA循环结合微课教学在肿瘤科护士规范化培训中的应用[J].广西医学,2018,40(11):1278-1281.
[10]Zhou H,Liu M,Zeng J,et al.Selection of nursing teaching strategies in mainland China:A questionnaire survey[J].Nurse Educ Today,2016,39(4):147-151.
[11]Kalb K A,O'Conner-Von S K,Brockway C,et al.EvidenceBased Teaching Practice in Nursing Education:Faculty Perspectives and Practices[J].Nurs Educ Perspect,2015,36(4):212-219.
[12]张明霞,谢军梅,王玲,等.低年资护士护患沟通培训现状及需求分析[J].护理研究,2016,30(33):4158-4160.
[13]Gardner S S.From learning to teach to teaching effectiveness:nurse educators describe their?experiences[J].Nurs Educ Perspect,2014,35(2):106-111.
[14]Cleary M,Happell B,Lau S T,et al.Student feedback on teaching:some issues for consideration for nurse educators[J].Int JNurs Pract,2013,19(Suppl 1):62-66.
[15]张文彦,史作霞,李馨.冠心病监护室低年资护士夜班独立面对抢救时的内心感受和需求[J].护理研究,2013,27(4):324-325.
[16]Corry M,Timmins F.The use of teaching portfolios to promote excellence and scholarship in nurse education[J].Nurse Educ Pract,2009,9(6):388-392.