產(chǎn)科護(hù)理臨床實(shí)習(xí)教學(xué)中延續(xù)性護(hù)理模式的運(yùn)用對(duì)策

況鳳珍

[摘要] 目的 探討在產(chǎn)科護(hù)理臨床實(shí)習(xí)的教學(xué)過程中行延續(xù)性護(hù)理模式的應(yīng)用效果。方法 抽取于2019級(jí)產(chǎn)科護(hù)理專業(yè)的98名護(hù)生分為12個(gè)輪轉(zhuǎn)小組，將12個(gè)輪轉(zhuǎn)小組按照數(shù)字隨機(jī)表的方法分為實(shí)驗(yàn)組和傳統(tǒng)組，各組分別為49名護(hù)生。實(shí)驗(yàn)組護(hù)生接受延續(xù)性的護(hù)理教學(xué)模式，傳統(tǒng)組護(hù)生則接受常規(guī)的護(hù)理教學(xué)模式，觀察并統(tǒng)計(jì)兩組護(hù)生的各項(xiàng)資料和信息，比較實(shí)驗(yàn)組和傳統(tǒng)組護(hù)生的理論知識(shí)和實(shí)踐技能考核評(píng)分以及對(duì)于教學(xué)模式的評(píng)價(jià)。結(jié)果 實(shí)驗(yàn)組護(hù)生對(duì)的理論考試、選擇題以及實(shí)踐技能等考試成績(jī)均明顯高于傳統(tǒng)組，實(shí)驗(yàn)組護(hù)生對(duì)于教學(xué)模式的認(rèn)可度46例（93.88%），顯著高于傳統(tǒng)組38例（77.55%），且均差異有統(tǒng)計(jì)學(xué)意義（P<0.05）。結(jié)論 對(duì)產(chǎn)科護(hù)理臨床實(shí)習(xí)的教學(xué)過程中行延續(xù)性護(hù)理模式，能夠提高護(hù)生的理論認(rèn)知能力以及綜合實(shí)踐能力。

[關(guān)鍵詞] 產(chǎn)科護(hù)理;臨床實(shí)習(xí);教學(xué);延續(xù)性護(hù)理模式

[中圖分類號(hào)] R-4 [文獻(xiàn)標(biāo)識(shí)碼] A [文章編號(hào)] 1672-5654（2020）02（b）-0125-03

[Abstract] Objective To explore the application effect of continuous nursing mode in the teaching process of obstetric nursing clinical practice. Methods The 98 nursing students selected from the 2019 obstetrics and nursing major were divided into 12 rotation groups， and the 12 rotation groups were divided into experimental group and traditional group according to the method of digital random table， and each group was 49 nursing students. The nursing students in the experimental group received a continuous nursing teaching model， while the nursing students in the traditional group received a conventional nursing teaching model， observing and counting the various data and information of the nursing students in the two groups， and comparing the theoretical knowledge of the nursing students in the experimental group and the traditional group， as well as the practical skills assessment scores and evaluation of teaching models. Results The theoretical group， multiple-choice questions， and practical skills of nursing students in the experimental group were significantly higher than those in the traditional group. 46 students （93.88%） recognized the teaching model in the experimental group， which was significantly higher than the traditional group of 38 patients （77.55%）， and the presence? in the controls indicates that the difference between the two groups is statistically significant（P<0.05）. Conclusion Continuing nursing mode in the teaching process of obstetric nursing clinical practice can improve the theoretical cognition ability and comprehensive practical ability of nursing students.

[Key words] Obstetric nursing; Clinical practice; Teaching; Continuing nursing model

目前，臨床上的教學(xué)病例的減少以及日益增多的實(shí)習(xí)護(hù)生之間形成了十分突出的矛盾，將會(huì)導(dǎo)致護(hù)生的實(shí)習(xí)機(jī)會(huì)十分有限，護(hù)理實(shí)踐能力難以提高，難以更好地適應(yīng)臨床護(hù)理崗位的實(shí)際需求[1]。因此，為了提高護(hù)生的綜合實(shí)踐能力，特別是對(duì)于產(chǎn)科的實(shí)習(xí)護(hù)生而言，在傳統(tǒng)教學(xué)的基礎(chǔ)上，通過結(jié)合目前的臨床要求給予延續(xù)性的護(hù)理教學(xué)模式，能夠更加利于提高護(hù)生的專業(yè)技能和實(shí)踐能力[2-3]。具體報(bào)道如下。

1? 資料與方法

1.1? 一般資料

抽取于2019級(jí)產(chǎn)科護(hù)理專業(yè)的98名學(xué)生分為12個(gè)輪轉(zhuǎn)小組，將12個(gè)輪轉(zhuǎn)小組按照數(shù)字隨機(jī)表的方法分為實(shí)驗(yàn)組和傳統(tǒng)組，各組分別為49名護(hù)生。其中，實(shí)驗(yàn)組男性29名，女性20名;最大年齡22歲，最小年齡18歲，平均年齡（20.21±1.18）歲。對(duì)照組男性27名，女性22名;最大年齡22歲，最小年齡18歲，平均年齡（20.84±1.25）歲。兩組護(hù)生的一般資料差異無統(tǒng)計(jì)學(xué)意義（P>0.05），可以比較。