目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究

刘月; 谢雨露; 杨淮蓉; 邹婷婷; 王革

doi:10.3760/cma.j.cn116021-20211109-01197

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目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究

护理教育研究 | 更新时间：2023-04-14

- 目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究
- Application research on multi-mode teaching guided by objective management in the standardized training of nursing students in the department of oncology
- 中华医学教育探索杂志 2023年22卷第2期页码：302-306
- 作者机构：
  
  1.重庆医科大学附属第一医院金山医院肿瘤科，重庆　400016
  2.重庆医科大学附属第一医院血液科，重庆　400016
- 作者简介：
  
  王革，Email：215974813@qq.com
- 基金信息：
  
  重庆医科大学校级教改课题(JY210332)
- DOI：10.3760/cma.j.cn116021-20211109-01197
  中图分类号： R-05
- 纸质出版日期：2023-02-20，
  
  收稿日期：2021-11-09，
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刘月, 谢雨露, 杨淮蓉, 等. 目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 302-306.

Liu Yue, Xie Yulu, Yang Huairong, et al. Application research on multi-mode teaching guided by objective management in the standardized training of nursing students in the department of oncology[J]. Chinese Journal of Medical Education Research, 2023,22(2):302-306.
刘月, 谢雨露, 杨淮蓉, 等. 目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 302-306. DOI： 10.3760/cma.j.cn116021-20211109-01197.

Liu Yue, Xie Yulu, Yang Huairong, et al. Application research on multi-mode teaching guided by objective management in the standardized training of nursing students in the department of oncology[J]. Chinese Journal of Medical Education Research, 2023,22(2):302-306. DOI： 10.3760/cma.j.cn116021-20211109-01197.

摘要

目的

探讨目标管理引导多模式教学在规培护生带教中的应用效果。

方法

采用整群抽样法将2019年4月至2020年4月某三甲医院肿瘤内科39名规培护生作为对照组，采用常规带教；2020年6月至2021年6月肿瘤内科40名规培护生作为试验组，应用目标管理引导多模式教学。研究两组理论及操作考核成绩、教学满意度、评判性思维能力及护患沟通能力的差异。应用SPSS 20.0进行

检验和卡方检验。

结果

试验组理论考试[（86.17±3.74）vs.（83.92±4.93）]及操作考核成绩[（92.83±2.19）vs.（90.74±3.52）]

均高于对照组，差异均有统计学意义（

0.05）。试验组教学满意度高于对照组[（46.10±2.96）vs.（42.67±2.45）]，差异有统计学意义（

0.05）。评判性思维方面，求知欲和分析能力方面差异有统计学意义（

0.05）；护患沟通能力方面，除收集信息差异无统计学意义外，其余差异均有统计学意义（

0.05）。

结论

目标管理引导多模式教学可提高规培护生理论及操作技能能力、护患沟通能力及教学满意度。

Abstract

Objective

To explore the application effect of multi-mode teaching guided by objective management in the standardized training of nursing students.

Methods

A total of 39 standardized training nursing students from April 2019 to April 2020 in the department of oncology of a tertiary hospital were selected as the control group by cluster sampling method and they received traditional teaching; 40 standardized nursing students in the department of oncology from June 2020 to June 2021 were selected as the experimental group and the group adopted multi-mode teaching guided by objective management. The differences of theoretical and operational assessment scores

teaching satisfaction

critical thinking ability and nurse-patient communication ability between the two groups were studied. SPSS 20.0 was used for

-test and Chi-square test.

Results

The scores of theoretical assessment [(86.17±3.74) vs. (83.92±4.93)] and operational assessment [(92.83±2.19) vs. (90.74±3.52)]

in the experimental group were higher than those in the control group

and the differences were statistically significant (

0.05). The teaching satisfaction of the experimental group was higher than that of the control group [(46.10±2.96) vs. (42.67±2.45)]

and the difference was statistically significant (

0.05). There were statistically significant differences in critical thinking

intellectual curiosity and analytical skills (

0.05). In terms of nurse-patient communication ability

except that there was no difference in collecting information

the rest were statistically significant(

0.05).

Conclusion

Multi-mode teaching guided by objective management can improve the theoretical and operational ability of nurses

nurse-patient communication ability

and teaching satisfaction.

关键词

规培护生目标管理法多模式教学

Keywords

Standardized training nursing studentObjective management methodMulti-mode teaching

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