摘要
目的了解护理本科实习生对标准化病人护患沟通实践课程的需求,探究更为有效的带教方法。方法选择2020年1—12月进入医院实习的80名本科护理实习生为对照组,采用传统教学方式;选取2021年1—12月进入医院实习的80名本科护理实习生为观察组,在对照组基础上实施综合案例结合标准化病人教学。比较两组护理实习生教学效果。结果教学前,两组护理实习生操作技能评分、护理理论评分的比较,差异无统计学意义(P>0.05);教学后,观察组学生向护士实习生角色转换周期短于对照组,护理实习操作技能评分、护理理论评分高于对照组,自主学习积极性高于对照组,差异均有统计学意义(P<0.05)。教学前,两组护理实习生临床沟通能力量表(NCCCS)困难情景沟通能力、团队沟通能力、基本非语言沟通能力、基本语言沟通能力、情感感知能力、情感支持能力评分的比较,差异均无统计学意义(P>0.05);教学后,观察组护理实习生困难情景沟通能力、团队沟通能力、基本非语言沟通能力、基本语言沟通能力、情感感知能力、情感支持能力评分高于对照组,差异均有统计学意义(P<0.05)。结论护理本科实习生采用标准化病人结合综合案例带教方法,丰富传统带教模式,创新教学,提高了护理实习生护理综合素质,加快了护理实习生护士角色适应,提高了护理实习生自主学习积极性。
Objective To understand the needs of nursing undergraduate interns for standardized patient-nurse communication practice courses,and explore more effective teaching methods.Methods To select 80 undergraduate nursing interns who entered the hospital in January to December 2020 as the control group,the traditional teaching method was adopted.80 undergraduate nursing interns who entered the hospital in January to December 2021 were selected as the observation group,the comprehensive case-based and standardized patient teaching was implemented on the basis of the control group.The teaching effects of the two groups of nursing interns were compared.Results Before teaching,there was no statistically significant difference between the operation skill score and nursing theory score of the two groups(P>0.05).After teaching,the role transition period of the observation group was shorter than that of the control group,the operation skill score and nursing theory score of the nursing practice group were higher than that of the control group,and the enthusiasm for independent learning was higher than that of the control group,and the difference was statistically significant(P<0.05).Before teaching,there was no statistically significant difference in the comparison of Nurse's Clinic Communication Competency Scale(NCCCS)difficult scenario communication ability,team communication ability,basic non-verbal communication ability,basic language communication ability,emotional perception ability,and emotional support ability of the two groups of nursing interns(P>0.05).After teaching,the scores of difficult scenario communication ability,team communication ability,basic non-verbal communication ability,basic language communication ability,emotional perception ability,and emotional support ability of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).Conclusion Nursing undergraduate interns adopt standardized patient and comprehensive case teaching methods could enrich the traditional teaching mode,innovate the teaching,improve the comprehensive quality of nursing interns,accelerate the role adaptation of nursing interns,and improve the enthusiasm of nursing interns for independent learning.
作者
兰巧斯
冯海丽
黄秀兰
容家艳
邓红菊
陶品月
LAN Qiaosi;FENG Haili;HUANG Xiulan;RONG Jiayan;DENG Hongju;TAO Pinyue(Second Hospital Affiliated to Guangxi Medical University,Nanning 530001,China)
出处
《护理实践与研究》
2024年第10期1431-1436,共6页
Nursing Practice and Research
基金
广西医科大学教育教学改革立项项目(编号:2021XJGBC22)
广西壮族自治区卫生健康委员会项目(编号:Z-A20220609)。
关键词
标准化病人
护理实习生
沟通实践
自主学习积极性
护理综合素质
Standardized patient
Nursing intern
Communication practice
Self-learning enthusiasm
Comprehensive quality of care
