目的:探讨管床式带教与路径式带教在临床护生带教中的应用效果.方法:将60名临床实习生随机等分为对照组和观察组,对照组应用管床式带教,观察组应用路径式带教.在4周实习结束前,对所有实习学生进行理论、操作、病历书写考核及问卷调查.结果:对照组理论成绩得分、操作成绩得分、病历书写成绩得分与观察组理论成绩得分、操作成绩得分、病例书写成绩得分差异有统计学意义(P<0.05).问卷调查显示:对照组多数学生认为管床式带教能提高临床管理能力与临床思维,能提高自我学习的能力和护患沟通能力.观察组多数学生认为路径式带教能更全面地掌握临床知识,提高操作能力.结论:管床式带教方式有利于培养护理临床实习生的自学能力和评判行的临床思维能力;路径式带教方式有利于护理临床实习生全面掌握知识,提高教学效果.我们在临床教学地结合两种带教方式取长补短,提高护理带教质量.%Objective:To discuss the application effect of bedside teaching and path-type teaching in the teaching of clinical nursing students. Methods:Di-vided 60 nursing students of clinical practicing into control group and observation group equally at random, with bedtime teaching adopted for the control group and path-type teaching for the observation group. Before the completion of 4-weeks practice, all the practicing nursing students were assessed in theory, operation and medical record writing and received questionnaire investigation. Results:The difference of theoretical score, operation score, medical record writing score between the control group and observation group was statistically significant (P<0. 05). The questionnaire investigation showed that most students in the control group thought that the bedtime teaching could improve the clinical management ability and clinical thinking, improve the self-learning ability and ability to communicate between nurses and patients. Most students in the observation group thought that the path-type teaching could make them more comprehensively master the clinical knowledge and improve operation ability. Conclusion:The bedtime teaching was beneficial to cultivate the students' self-learning ability and clinical thinking ability;the path-type teaching was beneficial for the nursing clinical practicing students to com-prehensively master the knowledge and improve teaching effect. We make the best of the two teaching methods in clinical teaching, so as to improve the quality of nursing teaching.
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