引用本文:朱文婷1 王晔骅2 刘瑶2 任冬梅3.SFPC带教在妇产科护生实习带教中的应用效果[J].中华医学教育探索杂志,2022,(3):347~351
SFPC带教在妇产科护生实习带教中的应用效果
Application effect of SFPC teaching on the internship teaching of nursing students in department of obstetrics and gynecology
DOI:
中文关键词:  带教模式  妇产科  护生  综合能力
英文关键词:Teaching mode  Department of obstetrics and gynecology  Nursing student  Comprehensive ability
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作者单位
朱文婷1 王晔骅2 刘瑶2 任冬梅3 1浙江中医药大学护理学院杭州 3100512上海健康医学院附属嘉定区中心医院妇产科上海 2018003上海健康医学院附属嘉定区中心医院护理部上海 201800 
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中文摘要:
      目的 观察规范管理(standard management)-灵活带教(flexible teaching)-注重护生综合素质提高(pay attention to comprehensive quality improvement)-正确评价(correct evaluation)(SFPC)带教应用于妇产科护生中的效果。方法 将2019年7月至2019年12月在妇产科实习的45名护生归为对照组,采取传统带教;另将2020年1月至2020年6月实习的47名护生归为研究组,采取SFPC带教。对比两组出科考核成绩、教学前后的临床沟通能力与综合能力、护生对教学的满意度。采用SPSS 23.0进行t检验、卡方检验和秩和检验。结果 研究组妇产科理论考核成绩、操作考核成绩均高于对照组[(94.28±5.77) vs. (83.91±5.19);(91.85±5.27) vs. (81.07±5.24)]。教学后两组临床沟通能力自评量表中的建立和谐关系、确认患者问题、敏锐倾听、传递有效信息、共同参与、验证感受的评分均高于教学前(P<0.05),综合能力评估中的思想素质、教学活动、能力评定、其他活动的评分均高于教学前(P<0.05),也均高于对照组(P<0.05)。两组护生教学满意度的等级分布差异均有统计学意义(P<0.05),且研究组护生教学总满意率高于对照组(95.74% vs. 80.00%)。结论 将SFPC带教应用于妇产科护生临床教学中可提高护生出科成绩、临床沟通能力、综合能力以及护生对教学的满意度。
英文摘要:
      Objective To observe the application effect of standard management-flexible teaching-pay attention to comprehensive quality improvement-correct evaluation (SFPC) teaching on the internship teaching of nursing students in department of obstetrics and gynecology. Methods Forty-five nursing students who interned in the department of obstetrics and gynecology from July to December 2019 were classified as the control group, and the traditional teaching was adopted. Another 47 nursing students who interned from January to June 2020 were taken as research group, and SFPC was applied. The rotation assessment scores, clinical communication ability and comprehensive ability before and after the internship, and satisfaction with teaching of these nursing students were compared between the two groups. SPSS 23.0 was used for t test, chi-square test and rank sum test. Results The results of theoretical and operational assessment of obstetrics and gynecology in the research group were significantly higher than those in the control group [(94.28±5.77) vs. (83.91±5.19); (91.85±5.27) vs. (81.07±5.24)]. The scores of building harmonious relationship, identifying patients' problems, keen listening, passing effective information, joint participation and verification of feelings after the teaching were significantly higher than those before teaching (P<0.05). The scores of ideological quality, teaching activities, ability evaluation and other activities in the comprehensive ability assessment were significantly higher than those before teaching (P<0.05), and those of research group were significantly higher than those of the control group (P<0.05). The were significant differences in the grade distribution of teaching satisfaction between the two groups (P<0.05), and the total satisfaction rate of nursing students in the study group was higher than that in the control group (95.74% vs. 80.00%). Conclusion The application of SFPC teaching in the clinical teaching of nursing students in department of obstetrics and gynecology can significantly improve the performances of nursing students, clinical communication ability, comprehensive ability and nursing students' satisfaction with teaching.
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