行動(dòng)學(xué)習(xí)法在婦產(chǎn)科實(shí)習(xí)護(hù)生護(hù)理帶教中的應(yīng)用效果研究

陳翠蘭

[摘要] 目的 探究在婦產(chǎn)科實(shí)習(xí)護(hù)生護(hù)理帶教中行動(dòng)學(xué)習(xí)法的應(yīng)用效果。方法 選取該院2017年4月—2019年4月期間婦產(chǎn)科實(shí)習(xí)護(hù)生58名作為研究對(duì)象，依據(jù)不同的護(hù)理帶教方式作為分組方法，將應(yīng)用常規(guī)帶教方式的實(shí)習(xí)護(hù)生作為對(duì)照組（29名），而應(yīng)用行動(dòng)學(xué)習(xí)法的實(shí)習(xí)護(hù)生作為觀察組（29名）。在帶教結(jié)束后記錄兩組理論與實(shí)操考核得分，由帶教教師對(duì)兩組學(xué)習(xí)情況滿意度進(jìn)行評(píng)估，并觀察兩組護(hù)理實(shí)習(xí)期間護(hù)理缺陷發(fā)生情況。結(jié)果 在理論、考核評(píng)分與學(xué)習(xí)情況滿意度比較上，觀察組均高于對(duì)照組，差異有統(tǒng)計(jì)學(xué)意義（P<0.05）。同時(shí)，在護(hù)理缺陷發(fā)生率比較上，觀察組低于對(duì)照組，差異有統(tǒng)計(jì)學(xué)意義（P<0.05）。結(jié)論 將行動(dòng)學(xué)習(xí)法作為婦產(chǎn)科實(shí)習(xí)護(hù)生的護(hù)理帶教方法，可提高實(shí)習(xí)護(hù)生的知識(shí)掌握程度，以促進(jìn)考核成績(jī)的提升。

[關(guān)鍵詞] 行動(dòng)學(xué)習(xí)法;婦產(chǎn)科;護(hù)生;護(hù)理;帶教

[中圖分類號(hào)] R473.71 [文獻(xiàn)標(biāo)識(shí)碼] A [文章編號(hào)] 1672-5654（2020）02（a）-0107-03

Application of Action Learning Method in Nursing Teaching of Nursing Students in Obstetrics and Gynecology

CHEN Cui-lan

Department of Obstetrics and Gynecology， Daye Traditional Chinese Medicine Hospital， Daye， Hubei Province， 435100 China

[Abstract] Objective To explore the application effect of action learning method in nursing teaching of nursing students in obstetrics and gynecology. Methods A total of 58 cases of obstetrics and gynecology internship students in the hospital from April 2017 to April 2019 were selected as the research object. Different nursing teaching methods were used as the grouping method， and the training nursing students applying conventional teaching methods were used as the control group （29 cases）， and internship nursing students applying action learning method were used as the study group（29 cases）. Record the theoretical and practical assessment scores of the two groups after the tutoring. The tutors will evaluate the satisfaction of the two groups and observe the occurrence of nursing defects during the nursing practice in the two groups. Results In the comparison of theory， assessment scores and learning satisfaction， the observation group was higher than the control group， the difference was statistically significant（P<0.05）. At the same time， in the comparison of the incidence of nursing defects， the observation group was lower than the control group， the difference was statistically significant（P<0.05）. Conclusion The action learning method as a nursing teaching method for the obstetrics and gynecology internship nurses can improve the knowledge of the internship nurses and promote the improvement of the assessment results.

[Key words] Action learning method; Obstetrics and gynecology; Nursing students; Nursing; Teaching

婦產(chǎn)科因具有特殊性與隱秘性的特點(diǎn)，在臨床診治中對(duì)護(hù)理人員有著較高的要求，然而以往的“灌輸式”帶教方法難以激發(fā)實(shí)習(xí)護(hù)生的學(xué)習(xí)興趣[1]，導(dǎo)致實(shí)習(xí)護(hù)生無(wú)法全面掌握相關(guān)的護(hù)理知識(shí)與技能，而行動(dòng)學(xué)習(xí)法則是通過(guò)提出問(wèn)題、解決問(wèn)題的方式展開(kāi)護(hù)理教學(xué)，可讓實(shí)習(xí)護(hù)生在教學(xué)中主動(dòng)思考、積極討論[2]，進(jìn)而促進(jìn)自身護(hù)理水平的提升。基于此，該次研究在2017年4月—2019年4月期間29名婦產(chǎn)科實(shí)習(xí)護(hù)生中主要應(yīng)用行動(dòng)教學(xué)法進(jìn)行護(hù)理帶教，現(xiàn)報(bào)道如下。