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基于迷你临床演练评估量表的临床护理教学模式在护生教学查房中的应用

Application of clinical nursing teaching model based on Mini-Clinical Evaluation Exercise in teaching rounds of nursing students

摘要:

目的 探讨分析基于迷你临床演练评估量表(Mini-CEX)的临床护理教学模式在护生教学查房中的应用效果,以提高临床教学质量和护生自护学习性.方法 以重庆市第十一人民医院2017年6月至2018年6月的120名实习护生为研究对象,根据实习时间分为对照组和干预组,每组60例,对照组护生采用传统护理教学查房,干预组护生采用基于Mini-CEX的护理教学查房,比较分析2组护生实习综合成绩、Mini-CEX得分和自主学习能力的差异.结果 干预组护生Mini-CEX整体评价(7.23 ± 0.51)分,明显高于对照组的(5.27 ± 1.12)分,差异有统计学意义(t=12.337,P<0.01);干预组护生优秀率58.3%(35/60),高于对照组的30.0%(18/60),差异有统计学意义(χ2=10.914,P<0.01);干预组自主学习能力总得分(114.85 ± 6.27)分,高于对照组的(90.78 ± 8.22)分,差异有统计学意义(t=18.034,P<0.01);干预组临床综合能力评定(87.04 ± 6.46)分,优于对照组的(74.35 ± 6.04)分,差异有统计学意义(t=11.115,P<0.01).结论 基于Mini-CEX的临床教学查房能够提高实习护生的临床综合服务能力,自主学习能力和人文关怀能力.

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abstracts:

Objective To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching. Methods A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′ practice, Mini- CEX and autonomous learning ability of the two groups were compared and analyzed. Results The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P<0.01). The excellent rate of nursing students was 58.3% (35/60) in the intervention group and 30.0% (18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t =18.034, P < 0.01). The comprehensive results of nursing students′practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P<0.01). Conclusions Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.

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作者: 盛久灵 [1] 解冬梅 [2] 陈郁盐 [3] 汪仁贵 [4]
作者单位: 重庆市第十一人民医院临床心理科 400016 [1] 重庆市第十一人民医院门诊部 400021 [2] 重庆市监狱中心医院 400021 [3] 重庆汪仁贵诊所 400021 [4]
栏目名称: 临床护理·护理教育
DOI: 10.3760/cma.j.issn.1672-7088.2019.27.015
发布时间: 2019-10-21
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