摘要
目的:探讨情景模拟与互动式主题讨论教学法对高职护生护患沟通能力的影响。方法:将高职护生102人随机分为观察组和对照组,各51人。对照组沿用传统的单项技能练习及考核,观察组采用情景模拟与互动式主题讨论教学法。课程干预前后分别采用护患沟通能力问卷进行测评,分析高职护生护患沟通能力的影响因素及情景模拟与互动式主题讨论教学法对高职护生护患沟通能力的应用效果。结果:是否班干部、是否经常参与社团活动、是否喜欢护理专业及毕业后是否准备从事护理工作的高职护生护患沟通能力差异均有统计学意义(P<0.01)。多因素分析显示,护生毕业后是否准备从事护理工作影响高职护生护患沟通能力的提高(P<0.01)。教学干预前,2组护生护患沟通能力各项评分及总分差异均无统计学意义(P>0.05);教学干预后,除共同参与和验证感受2个项目外,2组护生护患沟通能力的各项评分及总分差异均有统计学意义(P<0.05~P<0.01)。结论:毕业后是否准备从事护理工作对高职护生护患沟通能力的提高影响最大,情景模拟与互动式主题讨论教学法有助于提高高职护生的护患沟通能力。
Objective：To explore the effects of the scene simulation and interactive subject-seminar teaching method on the communication ability of nurse-patient relationship in higher vocational nursing students.Methods：One hundred and two higher vocational nursing students were randomly divided into the observation group and control group（51 students each group）.The traditional individual skill practice and assessment,and interactive subject-seminar teaching method were implemented in control group and observation group,respectively.The communication abilities of nurse-patient relationship in two groups were evaluated using the communication ability of nurse-patient relationship questionnaire.The influencing factors of the communication ability of nurse-patient relationship and application effect of the scene simulation and interactive subject-seminar teaching method on communication ability of nurse-patient relationship were analyzed.Results：The differences of the communication abilities of nurse-patient relationship in whether or not class cadre,whether or not often attending community activity,whether or not liking the nursing profession and whether or not engaging in the nursing work after graduation in vocational nursing students were statistically significant（P〈0.01）.Multivariate analysis showed that the communication ability of nurse-patient relationship in nursing students engaging in nursing work after graduation significantly increased（P〈0.01）.The differences of the each item score and total score of the communication ability of nurse-patient relationship before teaching intervention between two groups were not statistically significant（P〉0.05）.Except the common involvement and validating feeling items,the differences of the each item score and total score of the communication ability of nurse-patient relationship after teaching intervention between two groups were statistically significant（P〈0.05 to P〈0.01）.Conclusions：Work engagement in nursing after graduation of the higher vocational nursing student plays the most important role in the communication ability of nurse-patient relationship.The scene simulation and interactive subject-seminar teaching method can help to improve the communication ability of nurse-patient relationship in higher vocational nursing students.
出处
《蚌埠医学院学报》
CAS
2017年第4期525-528,共4页
Journal of Bengbu Medical College
基金
安徽省质量工程教学研究一般项目(2014jyxm677)
关键词
教育
护理
高职
护患沟通能力
情景模拟教学
互动式主题讨论教学
education
nursing
higher vocational nursing student
nurse-patient communication ability
scene simulation teaching
interactive subject-seminar teaching method
