微課結合案例教學法在年輕護士臨床規范化培訓中的應用

鄭丹萍 王輝 陳波

[摘要] 目的 探討微課結合案例教學法在年輕護士臨床規范化培訓中的應用方法和效果。方法 以該院2017屆培訓的44名年輕護士為干預組，予以微課結合案例教學;以2016屆培訓的52名年輕護士為對照組，予以傳統帶教。比較觀察兩組培訓后考核成績及學習興趣、學習能力、分析能力、合作能力提升率。結果 干預組理論知識考核成績（89.74±6.25）分，實踐技能考核成績（84.53±7.29）分，明顯高于對照組（P<0.05）。干預組學習興趣、學習能力、分析能力、合作能力提升率分別為86.36%、77.27%、70.45%、50.00%，不同程度高于對照組。結論 微課結合案例教學法用于臨床規范化培訓可有效提高年輕護士理論知識、實踐技能與能力。

[關鍵詞] 微課結合案例教學法;年輕護士;臨床規范化培訓;應用價值

[中圖分類號] R47 [文獻標識碼] A [文章編號] 1672-5654（2020）03（a）-0130-03

[Abstract] Objective To explore the application methods and effects of micro-lessons combined with case teaching method in the standardized clinical training of young nurses. Methods 44 young nurses trained in the hospital in 2017 as the intervention group were given micro-teaching combined with case teaching; 52 young nurses trained in 2016 were used as the control group for traditional teaching. Compare and observe the assessment results and learning interest， learning ability， analysis ability， and cooperation ability improvement rate of the two groups after training. Results The scores of the theoretical knowledge assessment of the intervention group（89.74±6.25）points and the scores of the practical skills assessment （84.53±7.29）points were significantly higher than those of the control group（P<0.05）. The improvement rates of learning interest， learning ability， analysis ability， and cooperation ability of the intervention group were 86.36%， 77.27%， 70.45%， and 50.00%， which were higher than the control group in different degrees. Conclusion The combination of micro-lesson and case teaching method for clinical standardized training can effectively improve the theoretical knowledge， practical skills and abilities of young nurses.

[Key words] Micro-teaching combined with case teaching method; Young nurses; Standardized clinical training; Application value

新入職護士通常由院校畢業后直接進入護理崗位，具備基本護理理論與知識基礎，但缺乏臨床實踐技能與護理經驗，開展規范化培訓能夠進一步夯實新入職護士理論基礎，增強護理實踐性，同時使護士熟悉醫院護理工作制度與專科護理，培養其獨立工作能力，建立良好護士素質，對年輕護士參與臨床護理工作大有裨益[1]。微課結合案例教學是近年應用于護士培訓中的教育模式，兼具案例教學實踐性強、微課教學方便靈活的特點及優勢，文章現對其臨床應用效果進行報道，現報道如下。

1 ?資料與方法

1.1 ?一般資料

該研究采用歷史對照研究法，以2017屆接受臨床規范化培訓的44名護士為干預組，以2016屆接受臨床規范化培訓52名護士為對照組。納入標準：新入職的年輕護士，培訓課時完整并接受考核。排除標準：中途辭職者。其中干預組男2名，女42名;年齡范圍21～23歲，平均（22.4±1.7）歲;學歷：大專36名，本科8名?！?br>