摘要
目的观察以病例为引导的互动式教学模式,应用于血液透析室护理带教中的效果,对其应用价值进行分析.方法选择2021年1月-2021年12月期间在天津医科大学第二医院血液透析室实习的34名护理轮转生作为常规组,对其采取常规带教模式,选择2021年7月-2021年12月期间在血液透析室实习的34名护理轮转生作为观察组,对其采取以病例为引导的互动式教学模式,观察两组轮转生自主学习能力、出科考核成绩及对带教老师满意度.结果观察组轮转生自学能力、目标学习能力、问题学习能力及元认知能力评分与常规组轮转生比较,明显更高(P<0.05);观察组轮转生理论知识、基础考核及专科操作成绩与常规组轮转生比较,明显更高(P<0.05);观察组轮转生对带教老师的专业知识、带教方法、带教态度及交流与反馈满意度评分与常规组轮转生比较,明显更高(P<0.05).结论在血液透析室护理带教中应用以病例为引导的互动式教学模式,能够显著提升护士的自主学习能力,有助于提高轮转生的综合能力及教学质量满意度.
Objective To observe the effect of case-guided Interactive Teaching Model applied to nursing teaching in hemodialysis room,and to analyze its application value.Methods A total of 34 nursing rotaries were selected as the routine group in our hospital during the period from January 2021 to December 2021,he observation group consisted of 34 rotating students who were interned in the hemodialysis room from July 2021 to December 2021,and the interactive case-based teaching model was adopted,the self-regulated learning ability,the examination results and the satisfaction to the teachers were observed.Results The scores of self-study ability,goal learning ability,problem learning ability and meta-cognitive ability of the observation group were significantly higher than those of the Control Group(P<0.05);compared with the routine group,the knowledge,basic examination and operation of rotations in the observation group were significantly higher(P<0.05);the professional knowledge,teaching methods,teaching atitude,communication and feedback satisfaction scores of the observation group were significantly higher than those of the Routine Group(P<0.05).Conclusion The application of case-guided interactive teaching model in the nursing teaching of hemodialysis room can significantly improve the self-learning ability of nurses,and help to improve the comprehensive ability and teaching quality satisfaction of rotating students.
作者
王帅
Wang Shuai(Second Hospital of Tianjin Medical University,Tianjin 300381)
出处
《首都食品与医药》
2022年第13期94-96,共3页
Capital Food Medicine
