中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (7): 521-524.DOI: 10.3760/cma.j.issn.1673-677X.2019.07.010

• 教学方法 • 上一篇    下一篇

思维导图联合戴明环带教方式在急诊护理实习中的应用研究

苑娜1, 吴雪影1, 秦维2, 杨莎1, 王颖1, 宗岩1, 王平1, 杨芹1   

  1. 1大连医科大学附属第二医院急诊中心 116027;
    2大连医科大学附属第二医院神经内科116027
  • 收稿日期:2018-10-19 发布日期:2020-12-11
  • 通讯作者: 吴雪影,Email:wxueying1970@163.com,电话:0411-84671291-2113
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-HL034);大连市卫生和计划生育委员会医学科学研究计划项目(JG15DB108)

Study on the application of mind mapping combined with PDCA cycle teaching in emergency nursing practice

Yuan Na1, Wu Xueying1, Qin Wei2, Yang Sha1, Wang Ying1, Zong Yan1, Wang Ping1, Yang Qin1   

  1. 1Emergency Center, Second Affiliated Hospital of Dalian Medical University, Dalian 116027, China;
    2Neurology Department, Second Affiliated Hospital of Dalian Medical University, Dalian 116027, China
  • Received:2018-10-19 Published:2020-12-11
  • Contact: Wu Xueying, Email: wxueying1970@163.com, Tel: 0086-441-84671291-2113
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-HL034); Dalian Municipal Health and Family Planning Commission Medical Science Research Program (JG15DB108)

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摘要： 目的 评价思维导图联合戴明环带教方式在急诊护理实习中的应用效果,为提高急诊护理实习带教质量提供依据。方法 选取2016年7月至2018年4月在大连医科大学附属第二医院急诊中心实习的四年制护理学专业120名学生为研究对象,将其平均分为实验组和对照组,每组60名学生。实验组学生采用思维导图联合戴明环带教方式,通过戴明环发现急诊护理实习带教中的问题,借助思维导图清晰的脉络解决实际问题;对照组学生采用常规临床带教方式。比较两组学生实习带教满意度、培训效果和临床思维能力改善情况。结果 经过持续质量改进后,实验组学生对带教教师带教方式满意度为100.0%(60/60)、对带教教师带教态度满意度为93.3%(56/60),对照组学生对带教教师带教方式满意度为80.0%(48/60)、对带教教师带教态度满意度为76.7%(46/60),两组差异均具有统计学意义(χ2=13.333,6.536,均P＜0.05);实验组学生理论知识和操作技能优秀率均高于对照组学生,两组差异均具有统计学意义(χ2=6.988,4.415,均P＜0.05);实验组学生临床思维能力各维度评分和总评分均高于对照组学生,两组差异均具有统计学意义(t=-2.975,-4.573,-7.371,-5.702,均P＜0.05)。结论 思维导图联合戴明环带教方式应用于急诊护理实习中,可以有效提高护理学专业学生对实习带教的满意度,提高学生理论知识和操作技能成绩的优秀率,改善学生的临床思维能力。

关键词: 思维导图, 戴明环, 护理学专业, 实习带教, 临床思维

Abstract: Objective T o evaluate the application of mind mapping combined with PDCA cycle teaching in emergency nursing practice, so as to provide basis for improving the quality of nursing practice teaching. Methods A total of 120 undergraduate nursing students working in the emergency department of the Second Affiliated Hospital of Dalian Medical University from July 2016 to April 2018 were selected as the research subjects, and they were randomly divided into experimental group and control group, with 60 students in each group. The experimental group adopted the mind map combined with PDCA cycle teaching to find the problems in emergency nursing practice through PDCA, and solved the problems with the clear context of mind map. The students in the control group adopted conventional clinical teaching. The satisfaction, training outcome and improvement of clinical reasoning of the two groups of students were compared. Results After continuous quality improvement, the experimental group students' satisfaction with teaching methods was 100.0%(60/60), the satisfaction with teachers' attitude was 93.3%(56/60), the control group students' satisfaction with teaching methods was 80.0%(48/60), the satisfaction with teachers' attitude was 76.7%(46/60), the difference was statistically significant (χ2=13.333, 6.536, all P<0.05). The excellent rate of theoretical achievement and the excellent rate of skill operation examination in the experimental group are higher than those in the control group, and the differences are statistically significant (χ2=6.988,4.415, all P<0.05); The total score of clinical thinking ability and scores of all dimensions of experimental group students are higher than those of control group students (t=-2.975, -4.573, -7.371, -5.702, all P<0.05). Conclusions The application of mind mapping combined with PDCA cycle teaching in emergency nursing practice can effectively improve the satisfaction of trainee, and improve the excellent rate of trainees' theoretical knowledge and operation skills, and improve their clinical reasoning.

Key words: Mind map, PDCA cycle, Nursing major, Practice teaching, Clinical thinking

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