谦卑型导师模式在手术室带教中的应用及分析

刘怀燕; 田晶; 贾代良; 申媛; 王倩华

doi:10.3760/cma.j.cn116021-20221115-01500

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谦卑型导师模式在手术室带教中的应用及分析

护理教育研究 | 更新时间：2023-12-12

- 谦卑型导师模式在手术室带教中的应用及分析
- Application and analysis of the humble tutor mode in operating room teaching
- 中华医学教育探索杂志 2023年22卷第11期页码：1720-1726
- 作者机构：
  
  1.济宁医学院附属医院手术室，济宁　272100
  2.北京大学第三医院手术室，北京　100191
  3.济宁医学院临床医学院，济宁　272100
- 作者简介：
  
  刘怀燕，Email：350740228@qq.com
- 基金信息：
  
  济宁医学院教育教学研究项目(Y2020019)
- DOI：10.3760/cma.j.cn116021-20221115-01500
  中图分类号： R61
- 纸质出版日期：2023-11-20，
  
  收稿日期：2022-11-15，
扫描看全文
刘怀燕, 田晶, 贾代良, 等. 谦卑型导师模式在手术室带教中的应用及分析[J]. 中华医学教育探索杂志, 2023, 22(11): 1720-1726.

Liu Huaiyan, Tian Jing, Jia Dailiang, et al. Application and analysis of the humble tutor mode in operating room teaching[J]. Chinese Journal of Medical Education Research, 2023,22(11):1720-1726.
刘怀燕, 田晶, 贾代良, 等. 谦卑型导师模式在手术室带教中的应用及分析[J]. 中华医学教育探索杂志, 2023, 22(11): 1720-1726. DOI： 10.3760/cma.j.cn116021-20221115-01500.

Liu Huaiyan, Tian Jing, Jia Dailiang, et al. Application and analysis of the humble tutor mode in operating room teaching[J]. Chinese Journal of Medical Education Research, 2023,22(11):1720-1726. DOI： 10.3760/cma.j.cn116021-20221115-01500.

摘要

目的

探讨谦卑型导师模式在手术室实习护生带教中的应用效果。

方法

选择济宁医学院附属医院总院区手术室 2020年8月至2021年6月40名实习护生作为对照组，2021年8月至2022年9月46 名实习护生作为试验组。对照组接受常规导师模式带教，试验组采用谦卑型导师模式带教。比较两组护生理论知识与操作技能考核成绩，以及建言行为、自我效能感、谦卑型导师感知教学效果。采用SPSS 19.0进行

检验、卡方检验和相关分析。

结果

出科时，试验组护生理论知识（93.86±3.53）分、操作技能考核成绩（90.90±5.68）分，均高于对照组（

0.001）。护生建言行为评分试验组（35.22±7.60）分，高于对照组的（30.43±5.96）分（

0.002）。护生自我效能感评分试验组（28.17±5.03）分，高于对照组的（24.38±3.39）分（

0.001）。护生谦卑型导师感知评分试验组（37.04±4.34）分，高于对照组的（26.33±6.63）分（

0.001）。护生谦卑型导师感知与建言行为（

=0.89，

0.001）、自我效能感（

=0.72，

0.001）、操作技能成绩（

=0.66，

0.001）、理论知识成绩（

=0.39，

=0.007）呈正相关。

结论

谦卑型导师模式在手术室带教中应用效果显著，提高了护生的理论知识与操作技能考核成绩，促进了谦卑型导师的形成，加强了护生建言行为和自我效能感的教学效果。

Abstract

Objective

To investigate the application effect of the humble tutor mode in the teaching of nursing interns in operating room.

Methods

A total of 40 nursing interns in the Operating Room of Affiliated Hospital of Jining Medical University from August 2020 to June 2021 were selected as control group

and 46 nursing interns from August 2021 to September 2022 were selected as experimental group. The interns in the control group received teaching with the conventional tutor mode

and those in the experimental group received teaching with the humble tutor mode. The two groups were compared in terms of the scores of theoretical knowledge and operation skills

voice behavior

self-efficacy

and humble tutor perception. SPSS 19.0 was used to perform the

-test

the chi-square test

and the correlation analysis.

Results

At the time of department rotation

the experimental group had significantly higher scores of theoretical knowledge (93.86±3.53) and operation skills (90.90±5.68) than the control group (

0.001). Compared with the control group

the experimental group had significantly higher scores of voice behavior [(35.22±7.60) vs. (30.43±5.96)

=0.002]

self-efficacy [(28.17±5.03) vs. (24.38±3.39)

0.001]

and humble tutor perception [(37.04±4.34) vs. (26.33±6.63)

0.001]. Humble tutor perception was positively correlated with voice behavior (

=0.89

0.001)

self-efficacy (

=0.72

0.001)

operation skills (

=0.66

0.001)

and score of theoretical knowledge (

=0.39

=0.007).

Conclusion

The humble tutor mode has a significant effect in operating room teaching and can improve the assessment scores of theoretical knowledge and operation skills

promote the formation of humble tutors

and strengthen the teaching effect of voice behavior and self-efficacy in nursing interns.

关键词

谦卑型导师建言行为自我效能感手术室带教实习护生

Keywords

Humble tutorVoice behaviorSelf-efficacyOperating room teachingNursing intern

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