引用本文:张柳,余友霞,杨娟.基于三级任务驱动的改良Peyton四步教学在病区护士操作培训中的应用[J].中华医学教育探索杂志,2024,23(5):708-712
基于三级任务驱动的改良Peyton四步教学在病区护士操作培训中的应用
Application of modified three-level task-driven Peyton's four-step teaching approach in skill training of ward nurses
DOI:10.3760/cma.j.cn116021-20221207-01775
中文关键词:  护士  Peyton四步教学  任务驱动教学法  操作培训
英文关键词:Nurse  Peyton's four-step teaching approach  Task-driven teaching method  Skill training
基金项目:重庆市卫生健康委2023年妇幼科研培训项目(2023FY208)
作者单位邮编
张柳 重庆市妇幼保健院/重庆医科大学附属妇女儿童医院护理部重庆 401147 401147
余友霞 重庆市妇幼保健院/重庆医科大学附属妇女儿童医院护理部重庆 401147 401147
杨娟* 重庆市妇幼保健院/重庆医科大学附属妇女儿童医院护理部重庆 401147 401147
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中文摘要:
      目的 探讨基于三级任务驱动的改良Peyton四步教学在病区护士操作培训中的应用效果。方法 选择产科、妇科、新生儿科等住院科室2020年的380名护士作为对照组,2021年的407名护士作为观察组,对照组采用传统方法进行护理操作培训,观察组采用基于三级任务驱动的改良Peyton四步教学进行护理操作培训。对比分析两组学员一般资料、护理操作成绩和护理操作相关不良事件发生例数,并对观察组培训满意度进行调查。采用SPSS 23.0进行卡方检验和Wilcoxon秩和检验。结果 两组学员在年龄、性别、学历等一般资料上差异无统计学意义。观察组护士必考护理操作成绩[93.00(91.00,95.00)分vs .92.42(90.75,93.67)分,P=0.042]和抽考护理操作成绩[94.00(92.00,96.00分 vs. 93.00(92.50,94.00)分,P=0.045]均优于对照组。观察组护士护理操作相关不良事件数[16 vs. 29]明显低于对照组。观察组对培训满意度各条目的评分均大于4分(总分5分)。结论 基于三级任务驱动的改良Peyton四步教学适用于病区护士的护理操作培训,有助于提高大规模护士群体的操作培训效果,降低护理操作相关不良事件发生率和提高护士教育培训满意度。
英文摘要:
      Objective To explore the application effect of modified three-level task-driven Peyton's four-step teaching approach in skill training of ward nurses.Methods A total of 380 nurses from obstetrics, gynecology, and neonatology inpatient departments in 2020 were selected as the control group, and 407 nurses in 2021 were selected as the observation group. The control group was trained by the traditional method, and the observation group was trained by the modified three-level task-driven Peyton's four-step teaching approach. The general data, nursing skill assessment results, and the number of nursing skill-related adverse events of the two groups were compared and analyzed. The training satisfaction of the observation group was investigated. SPSS 23.0 was used for the chi-square test and Wilcoxon rank sum test.Results There were no significant differences in age, gender, and education background between the two groups. The scores of compulsory nursing skill examination [93.00 (91.00, 95.00) vs. 92.42 (90.75, 93.67), P=0.042] and selective nursing skill examination [94.00 (92.00, 96.00) vs. 93.00 (92.50, 94.00), P=0.045] were higher in the observation group than in the control group. The number of nursing skill-related adverse events was significantly lower in the observation group than in the control group (16 vs. 29). The score of each item of training satisfaction in the observation group was greater than 4 points (out of 5 points).Conclusions The modified three-level task-driven Peyton's four-step teaching approach is suitable for the skill training of ward nurses. This approach helps to improve the effect of nursing skill training for large groups of nurses, reduces the incidence of adverse events related to nursing skill, and improves the satisfaction of nurse training.
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