階段式帶教對(duì)骨科護(hù)理教學(xué)質(zhì)量和學(xué)生認(rèn)可度的影響

戴龍燕

[摘要] 目的 分析階段式帶教對(duì)骨科護(hù)理教學(xué)質(zhì)量和學(xué)生認(rèn)可度的影響。方法 隨機(jī)抽選出該院骨科2018年1—12月的36名護(hù)士作為研究對(duì)象，設(shè)為研究組，運(yùn)用階段式帶教法進(jìn)行護(hù)理教學(xué);另隨機(jī)抽選出該院骨科科2017年1—12月的36名護(hù)士作為對(duì)照研究對(duì)象，設(shè)為對(duì)照組，運(yùn)用傳統(tǒng)帶教法進(jìn)行護(hù)理教學(xué);教學(xué)課程結(jié)束后對(duì)比兩組護(hù)士的考試成績(jī)（理論知識(shí)考試成績(jī)與操作技術(shù)考試成績(jī)）、學(xué)習(xí)效果（學(xué)習(xí)興趣、理解能力、學(xué)習(xí)內(nèi)容掌握程度）以及教學(xué)認(rèn)可度。結(jié)果 研究組護(hù)士的理論知識(shí)考試成績(jī)與操作技術(shù)考試成績(jī)（57.9±2.9）分、（38.1±2.3）分均高于對(duì)照組（51.0±3.5）分、（30.6±2.1）分（P<0.05）;研究組護(hù)士學(xué)習(xí)興趣、理解能力、學(xué)習(xí)內(nèi)容掌握程度的自我測(cè)評(píng)得分（9.6±1.7）分、（9.0±1.2）分、（8.8±1.0）分均高于對(duì)照組（6.7±1.3）分、（6.9±1.6）分、（7.1±1.3）分（P<0.05）;研究組護(hù)士的教學(xué)認(rèn)可度（97.2%）高于對(duì)照組（80.6%）（P<0.05）。結(jié)論 階段式帶教在骨科護(hù)理教學(xué)中的運(yùn)用效果顯著，可明顯提升護(hù)士的考試成績(jī)與學(xué)習(xí)效果，且能提高護(hù)士認(rèn)可度，值得推行。

[關(guān)鍵詞] 階段式帶教;骨科;護(hù)理教學(xué);教學(xué)質(zhì)量;認(rèn)可度

[中圖分類號(hào)] R47 [文獻(xiàn)標(biāo)識(shí)碼] A [文章編號(hào)] 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(hù)理教學(xué)是鞏固知識(shí)、提高護(hù)理技能的有效舉措。對(duì)于護(hù)士而言，參加培訓(xùn)能夠提升其護(hù)理理論知識(shí)、提高護(hù)理操作技能，意義重大。骨科是一門實(shí)踐性較強(qiáng)的科目，其內(nèi)容涉及面較廣，具有枯燥、抽象、難懂等特點(diǎn)，且其護(hù)理教學(xué)內(nèi)容豐富，教學(xué)難度較大，護(hù)士參加臨床護(hù)理工作前應(yīng)加強(qiáng)護(hù)理培訓(xùn)，以提高專業(yè)知識(shí)與操作技能，學(xué)會(huì)理論與實(shí)踐的融會(huì)貫通，進(jìn)而提高臨床護(hù)理質(zhì)量[1]。然而，實(shí)踐經(jīng)驗(yàn)表明，不同帶教方法在骨科護(hù)理教學(xué)中的應(yīng)用效果存在一定的差異性，傳統(tǒng)帶教方法具有刻板、單調(diào)等不足，導(dǎo)致其應(yīng)用受限，因此必須創(chuàng)新一種更為有效的帶教方法。鑒于此，該研究為了進(jìn)一步分析階段式帶教對(duì)骨科護(hù)理教學(xué)質(zhì)量和學(xué)生認(rèn)可度的影響，就該院骨科2017年與2018年兩批護(hù)士的護(hù)理教學(xué)情況展開對(duì)照分析，現(xiàn)報(bào)道如下?！?br>