PDCA结合情景模拟教学用于胸外科临床带教的价值分析

摘要

Objective To explore the value of PDCA combined with scenario simulation teaching in clinical teaching of thoracic surgery. Methods Totally 30 cardiothoracic student nurses in our hospital were randomly divided into observation group (PDCA combined with scenario simulation teaching) and control group (traditional teaching mode),with 15 in each group. We compared the two groups in theory examination score, specialized technical operation assessment score, nursing service quality (health education, ward management, work ability, personal image and service attitude), critical thinking ability (openness, curiosity about knowledge, self-confidence in critical thinking, analytical ability, systematic ability, truth seeking, and cognitive maturity). Results After the practice in department of thoracic surgery, the theory examination and technical operation examination scores of the two groups were higher than those before the practice, and the observation group had significantly higher scores than the control group (P<0.05). The scores of health education, ward management, work ability, personal image and service attitude in the two groups after the practice were higher than those before the practice, and the observation group was better than the control group (P<0.05). After the practice, the observation group had higher scores in open thinking, self-confidence in critical thinking, analytical ability, systematic ability and cognitive maturity than before the practice and the control group (P<0.05). Conclusion PDCA combined with scenario simulation teaching in clinical teaching at department of thoracic surgery can improve nursing students' theory examination and specialized technical operation assessment results and nursing quality, and improve their critical thinking.%目的探讨PDCA结合情景模拟教学用于胸外科临床带教的价值.方法将中国医科大学附属第一医院30名心胸外科实习护生随机分为观察组(PDCA结合情景模拟教学)与对照组(传统带教模式),每组各15人.对比两组理论考试、专科技术操作考核成绩、护理服务质量(健康教育、病区管理、工作能力、形象、服务态度)、评判性思维能力(开放思想、求知欲、评判性思维的自信心、分析能力、系统化能力、寻找真相、认知成熟度).结果两组胸外科实习后理论考试、专科技术操作考核分数均高于实习前,且观察组高于对照组,差异有统计学意义(P<0.05);两组实习后健康教育、病区管理、工作能力、形象、服务态度评分均高于实习前,且观察组高于对照组,差异有统计学意义(P<0.05);观察组实习后开放思想、评判性思维的自信心、分析能力、系统化能力、认知成熟度评分均优于实习前及对照组,差异有统计学意义(P<0.05).结论 PDCA结合情景模拟教学用于胸外科临床带教可提高护生理论考试、专科技术操作考核成绩及护理质量,改善其评判性思维能力.