| 基金项目:江苏省卫生健康委医学科研基金（2022ZD0020） |
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| 中文摘要: |
| 目的 探讨基于反馈教学（teach-back）的角色转型冲击模型在膝关节置换护理教学中的应用。方法 本研究将2020年8月至2022年8月到南京医科大学附属南京医院（南京市第一医院）骨科膝关节置换小组的50名实习护生作为研究对象，按进科先后顺序分为对照组和观察组，每组25人。对照组采用传统教学，观察组采用基于Teach-back的角色转型冲击模型教学。实习后评价护生考核成绩、转型冲击程度对护生综合能力的影响及教学满意度。采用SPSS 22.0进行t检验和Fisher确切概率法。结果 观察组实习护生转型冲击评价量表中身体、心理、知识和技能、社会文化与发展4个维度得分均低于对照组，差异有统计学意义（P<0.05）。观察组实习护生的护患沟通能力、护理实践能力、病情观察能力、健康教育能力、人文关怀能力、团队合作能力、临床思维能力及应急应变能力8个方面综合能力评分均高于对照组，差异有统计学意义（P<0.05）。观察组考核成绩明显优于对照组，差异有统计学意义（t=12.31、11.52，P均<0.001）。观察组教学满意度为100.00%（25/25），明显高于对照组的68.00%（17/25），差异有统计学意义（χ2=9.52，P=0.002）。结论 基于Teach-back的角色转型冲击模型有助于缓解实习护生进入临床工作时所面临的转型冲击，在提升实习护生综合能力的同时，教学满意度也得到提升。 |
| 英文摘要: |
| Objective To explore the application of a role transition shock model based on the teach-back technique in knee arthroplasty nursing teaching.Methods We assigned 50 nursing student interns practicing in the knee arthroplasty team of Orthopedics Department of Nanjing First Hospital between August 2020 and August 2022 into control group (n=25, traditional teaching) and observation group (n=25, teach-back-based role transition shock model teaching) according to the order of admission. At the end of internship, the examination scores, the impact of transition shock on comprehensive abilities, and teaching satisfaction of the students were assessed and analyzed using the t test and Fisher's exact test with the use of SPSS 22.0.Results Compared with the control group, the observation group scored significantly lower in the physical, psychological, knowledge and skills, and sociocultural and developmental dimensions of the transition shock assessment scale (P<0.05). The observation group showed significantly higher scores of nurse-patient communication, nursing practice, disease observation, health education, humanistic care, team cooperation, clinical thinking, and emergency response than the control group (P<0.05). The examination results of the observation group were significantly better than those of the control group (t=12.31, 11.52, P<0.001). The teaching satisfaction rate of the observation group was significantly higher than that of the control group [100.00% (25/25) vs. 68.00% (17/25), χ2=9.52, P=0.002].Conclusions The teach-back-based role transition shock model can help alleviate the transition impact faced by nursing student interns when entering clinical practice, and also improve their comprehensive abilities as well as satisfaction with teaching. |
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