临床路径带教在耳鼻喉科临床护理实习教学中的应用

摘要

Objective To explore the effect of the application of teaching mode in clinical nursing teaching in Department of ENT, in order to make the clinical nursing teaching more scientific and standardized, and improve the quality of the clin-ical nursing teaching. Methods October 2014 - 2015 years 9 months and during this period the internal hospital otolaryn-gology were practice 78 college nursing students in odd and even numbers randomly into observation group and control group, each group had 39 zoned, control group is the traditional teaching method, end of the internship, shall carry out ex-amination and appraisal comparison, and the experimental group take path with Shariah. Results After 4 weeks of practice, observation group theory achievement, operating results, comprehensive quality, respectively (92.3 ±3.7), (89.2 ±2.6), (91.2 ± 6.1), was significantly higher than that of the control group, the two groups of nursing students compared the theory achieve-ment, operating results, the comprehensive quality has significant difference (P<0.05), there is a statistically significant; the observation group satisfaction rate was 94.87%, significantly higher than the control group (74.36%), two groups of nursing students has a significant difference (P<0.05) in comparison to the satisfaction of teaching, there is a statistically significant. Conclusion Take a path with teaching, greatly enhances the consciousness of students' learning support, nursing students in clinical teaching satisfaction also improved significantly. At the same time, teacher's behavior has been standardized, and improve the comprehensive ability in teaching, and significantly improve the quality of clinical teaching, the teachers, is worthy of clinical promotion.%目的：对耳鼻喉科临床护理教学之中应用路径带教模式所取得效果进行全面探讨，以使临床护理带教更加科学规范，及提高其质量。方法将2014年10月—2015年9月这段期间内在该院耳鼻喉科进行实习的78名大中专护生采取单双号随机法划为观察组与对照组，每组均为39人，对照组实施的是传统带教法，实习结束时，须进行考评对比，而实验组则采取路径带教法。结果经过4周的实习，观察组的理论成绩、操作成绩、综合素质分别是(92.3±3.7)、(89.2±2.6)、(91.2±6.1)，明显高于对照组，两组护生在理论成绩、操作成绩、综合素质上的对比差异有统计学意义(P<0.05)；观察组的满意率是94.87%，明显高于对照组(74.36%)，两组护生在对教学的满意度上的对比差异有统计学意义(P<0.05)。结论经采取路径带教之后，极大的增强了护生学习的自觉性，护生对临床教学的满意度也明显提高，同时，教师的行为得到规范，且提高了在教学方面的综合能力，使临床教学质量明显改善，实现了教学相长，非常值得临床推广。