摘要
目的探讨运用临床教学路径进行带教对护生自我效能感及职业倦怠的影响。方法随机抽取80名我院2009级四年制护理本科班学生作为研究对象,实习地点均为我市三级甲等医院,均安排有4周心血管内科实习。将其随机分成实验组和对照组,每组各40名。实验组以研究者自制的临床教学路径表及相关细化教学内容进行临床带教;对照组则采取传统"跟班式"教学模式进行临床带教。收集护生在入科、出科前1天所填写的一般自我效能感量表及护生职业倦怠量表。比较两组护生自我效能感、职业倦怠及出科考核成绩之间的差异。结果临床带教后实验组护生自我效能感评分(20.13±5.71)高于照组(17.73±4.26),t=2.13,P<0.05;实验组护生出科考核成绩(86.43±14.55)高于对照组(78.23±17.12),t=2.15,P<0.05;实验组护生职业倦怠评分(128.45±17.54)低于对照组(137.34±19.45),t=2.31,P<0.05。结论引入临床护理路径制定临床教学路径指导护理带教,既能提高护生对相关临床护理知识的掌握程度,还可增强其自我效能感、降低职业倦怠,值得在临床护理带教中推广应用。
Objective to explore the effect of teaching with clinical teaching path on self efficacy and job burnout of nursing students. Methods randomly selected 80 patients in our hospital in four years of nursing undergraduate class of students as the object of study, internship sites are my city three Jiadeng hospital and arrangement with 4 weeks of cardiovascular internal medicine practice. They were randomly divided into experimental group and control group, each group had 40. Experimental group of selfmade clinical teaching path table and related refining teaching content to carry on the clinical teaching; the control group take traditional 'attendant' teaching mode to carry on the clinical teaching. Students in the Department, after 1 days ago in the general self-efficacy scale and occupation burnout scale for nursing students from nursing. The difference between the two groups of nursing students self-efficacy, occupation burnout and examination results. Results the clinical teaching in the experimental group nursing students' self efficacy sense score(20.13 + 571) was higher than that of controls(17.73 + 4.26), t = 2.13, P < 0.05). In the experimental group nursing students scores of examination(86.43 + 14.55) higher than that of the control group(78.23 + 17.12), t = 2.15, P < 0.05). The experimental group nursing students is lower than that of the job burnout scores 128.45 + 17.54 control group(137.34 + 19.45), t = 2.31, P < 0.05). Conclusion introducing clinical nursing path to develop clinical teaching path guiding nursing teaching. It can not only improve nursing students on clinical nursing knowledge master degree, but also enhance their self-efficacy, reduce job burnout, it is worth popularization and application in clinical nursing teaching.
出处
《长沙医学院学报》
2016年第3期53-57,共5页
Journal of Changsha Medical University
关键词
临床护理路径
护生
临床教学路径
自我效能
职业倦怠
Clinical nursing pathway
Nursing students
Clinical teaching path
self efficacy
Job Burnout
