階段式帶教對骨科護理教學質量和學生認可度的影響

戴龍燕

[摘要] 目的 分析階段式帶教對骨科護理教學質量和學生認可度的影響。方法 隨機抽選出該院骨科2018年1—12月的36名護士作為研究對象，設為研究組，運用階段式帶教法進行護理教學;另隨機抽選出該院骨科科2017年1—12月的36名護士作為對照研究對象，設為對照組，運用傳統帶教法進行護理教學;教學課程結束后對比兩組護士的考試成績（理論知識考試成績與操作技術考試成績）、學習效果（學習興趣、理解能力、學習內容掌握程度）以及教學認可度。結果 研究組護士的理論知識考試成績與操作技術考試成績（57.9±2.9）分、（38.1±2.3）分均高于對照組（51.0±3.5）分、（30.6±2.1）分（P<0.05）;研究組護士學習興趣、理解能力、學習內容掌握程度的自我測評得分（9.6±1.7）分、（9.0±1.2）分、（8.8±1.0）分均高于對照組（6.7±1.3）分、（6.9±1.6）分、（7.1±1.3）分（P<0.05）;研究組護士的教學認可度（97.2%）高于對照組（80.6%）（P<0.05）。結論 階段式帶教在骨科護理教學中的運用效果顯著，可明顯提升護士的考試成績與學習效果，且能提高護士認可度，值得推行。

[關鍵詞] 階段式帶教;骨科;護理教學;教學質量;認可度

[中圖分類號] R47 [文獻標識碼] A [文章編號] 1672-5654（2019）12（c）-0118-03

[Abstract] Objective To analyze the effect of staged teaching on the quality of orthopedic nursing teaching and student recognition. Methods Thirty-six nurses from January to December 2018 in the Department of Orthopaedics of the hospital were randomly selected as the research object， and they were set as a research group to use staged teaching method for nursing teaching. Another orthopedic department of the hospital was randomly selected 36 nurses from January to December 2017 as a control study， set as a control group， using traditional teaching methods for nursing teaching; after the teaching course， the test results of the two groups of nurses were compared （theoretical knowledge test results and operational technology test results）， learning effect （learning interest， comprehension ability， mastery of learning content） and teaching recognition. Results The theoretical knowledge test scores and operational technology test scores （57.9±2.9）points， （38.1±2.3）points of the study group nurses were higher than those of the control group （51.0±3.5）points，（30.6±2.1）points（P<0.05）; the study group nurses of the self-assessment scores （9.6±1.7）points， （9.0±1.2）points， （8.8± 1.0） points of learning interest， comprehension ability， and mastery of learning content were higher than the control group （6.7±1.3）points，（6.9±1.6）points，（7.1±1.3）points（P<0.05）; the teaching recognition of nurses in the study group（97.2%） was higher than that in the control group （80.6%）（P<0.05）. Conclusion The application of staged teaching in orthopedic nursing teaching is significant， it can significantly improve the nurse's test scores and learning results， and can improve nurses' recognition， which is worth implementing.

[Key words] Stage teaching; Orthopedics; Nursing teaching; Teaching quality; Recognition

護理教學是鞏固知識、提高護理技能的有效舉措。對于護士而言，參加培訓能夠提升其護理理論知識、提高護理操作技能，意義重大。骨科是一門實踐性較強的科目，其內容涉及面較廣，具有枯燥、抽象、難懂等特點，且其護理教學內容豐富，教學難度較大，護士參加臨床護理工作前應加強護理培訓，以提高專業知識與操作技能，學會理論與實踐的融會貫通，進而提高臨床護理質量[1]。然而，實踐經驗表明，不同帶教方法在骨科護理教學中的應用效果存在一定的差異性，傳統帶教方法具有刻板、單調等不足，導致其應用受限，因此必須創新一種更為有效的帶教方法。鑒于此，該研究為了進一步分析階段式帶教對骨科護理教學質量和學生認可度的影響，就該院骨科2017年與2018年兩批護士的護理教學情況展開對照分析，現報道如下?！?br>