PDCA循環結合微課教學在腫瘤科護士規范化培訓中的應用觀察

陳銀　易娟　李芳　陳玲

[摘要] 目的 研究PDCA循環結合微課教學在腫瘤科護士規范化培訓中的應用效果。方法 回顧分析2017年1月—2019年6月該院腫瘤科規范化培訓護士30名為研究對象，抽簽法分觀察組（PDCA循環結合微課教學）與對照組（傳統教學模式）各15名，比較兩組考核成績、工作滿意度與教學效果。結果 理論知識與護理操作分值較對照組高;護理技術、工作態度、健康教育與溝通交流分值較對照組高;提高學習自主性、激發學習興趣、學習新知識與順應現代教學需求的分值較對照組高（P<0.05）。結論 對腫瘤科規范化培訓護士采用PDCA循環結合微課教學能提高考核成績與教學效果。

[關鍵詞] PDCA循環;微課教學;腫瘤科;護士規范化培訓;培訓效果

[中圖分類號] R47 [文獻標識碼] A [文章編號] 1672-5654（2020）02（b）-0117-03

[Abstract] Objective To study the effect of PDCA cycle combined with micro-teaching in the standardized training of oncology nurses. Methods A retrospective analysis was made of 30 standardized training nurses from Januaty 2017 to June 2019 who received oncology in the hospital. The drawing method was divided into observation group （PDCA cycle combined with micro-teaching） and 15 cases in the control group （traditional teaching mode）. The assessment results and work satisfaction and teaching effectiveness of the two groups were compared. Results The scores of theoretical knowledge and nursing operations were higher than those of the control group; the scores of nursing technology， work attitude， health education and communication were higher than those of the control group; the scores of improving learning autonomy， stimulating learning interest， learning new knowledge， and meeting the needs of modern teaching value， higher than the control group（P<0.05）. Conclusion The PDCA cycle combined with micro-teaching can be used for standardized training of nurses in oncology department， which can improve the assessment results and teaching effect.

[Key words] PDCA cycle; Micro-teaching; Oncology; Standardized training for nurses; Training effect

目前醫院較重要的科室是腫瘤科，給予腫瘤患者的護理具有較強的專業性，但護士在高校內接觸到的腫瘤護理學知識點較少，未經系統化學習導致初次接觸腫瘤患者時易產生緊張或焦慮等不良情緒，因此護士實施規范化腫瘤專科知識培訓很重要，確保其盡快適應臨床工作，便于實現自我職業價值并對患者提供優質的護理服務，具時效性[1]。該文選擇2017年1月—2019年6月腫瘤科規范化培訓護士30名為研究對象，分析PDCA循環結合微課教學在腫瘤科護士規范化培訓中的應用，報道如下。

1? 資料與方法

1.1? 一般資料

選擇該院接收的腫瘤科規范化培訓護士30名，均為本科畢業且獲得護士執照，觀察組（n=15）：男2名，女13名，年齡19～27歲，平均年齡（23.84±1.25）歲;對照組（n=15）：男1名，女14名，年齡20～28歲，平均年齡（23.92±1.31）歲。比較兩組年齡等基本資料差異無統計學意義（P>0.05），可比性。