摘要
目的通过对产房助产专业实习护生实施人文素质培养的教学方法 ,探讨人文素质培养在产房助产专业护生带教中的应用效果。方法选择2014年8月~2015年3月(对照组)和2015年8月~2016年3月(干预组)在首都医科大学附属北京潞河医院产房进行临床实习的89名助产专业护生作为研究对象,其中对照组42名,干预组47名。对照组采用按照常规进行临床带教方法;干预组采用以培养人文关怀素质为核心的临床带教方法。比较两组护生在人文关怀能力、患者满意度以及护生对带教满意度中的差别。结果研究实施后,干预组助产专业护生在人文关怀能力测评中的各项得分及总分均显著高于对照组护生(P<0.05);在患者满意度调查中,干预组护生各项得分均显著高于对照组(P<0.01);在带教满意度调查中,除教学环境外,干预组护生教学管理、教学计划、教学方法、教学技巧、教学内容、带教老师以及综合评价评分均高于对照组(P<0.01)。结论在助产专业护生的带教中实施对护生人文关怀素质的培养,提高了护生人文关怀的能力,提升了患者对护生的满意度,同时增进了师生的沟通,提高了护生对临床教学的满意度,值得在助产临床带教工作中推广。
Objective To explore the effect of humanistic quality training in teaching midwifery nursing students by using teaching method of humanistic quality training. Methods From August 2014 to March 2015, the 42 midwifery nursing students in Beijing Luhe Hospital Alliliated to Capital Medical University delivery room were selectedi and From August 2018 to March 2016, the 47 midwifery nursing students in the same delivery room were selected as intervening group. Routine clinical teaching method was put into effect in the control group and teaching method of humanistic quality training was put into effect in intervening group. The differences of the humanistic care ability, patient satisfaction and the satisfaction degree of nursing students between the two groups were compared. Results The scores of the humanistic care ability evaluation and its 8 dimension in intervening group were significantly higher than those in the control group （P 〈 0.05）. The scores of the patient satisfaction survey and 10 aspects in intervening group were significantly higher than those in the control group （P 〈 0.01）. The scores of the staff satisfaction survey except teaching environment, the other dimensions included teaching management, teaching plan, teaching methods, teaching skills, teaching content, teaching teacher and comprehensive evaluation in the intervening group were higher than those in the control group （P 〈 0.01）. Conclusion The application of humanistic quality training in midwifery nursing students not only can improve ability of humanistic care, patient satisfaction and enhance teacher-student communication, but also （：an improve the satisfaction of midwifery nursing students to clinical practice. It is worthy to spread in clincial teaching of midwifery nursing students.
出处
《中国医药导报》
CAS
2017年第14期142-146,共5页
China Medical Herald
基金
首都医科大学校长研究基金项目(2016JYY197)
关键词
人文素质培养
护生
临床教学
助产
Humanistic quality training
Nursing student
Clinical teaching
Deliver
