中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (8): 720-724.DOI: 10.3760/cma.j.cn115259-20201111-01561

• 护理教育 • 上一篇    下一篇

流程清单教学方式在护理学专业学生留置针穿刺实习中的应用

董晓兰1, 苏昊清2, 吴海彤2, 李菁3   

  1. 1中国医学科学院 北京协和医院皮肤科病房 100730;
    2中国医学科学院 北京协和医院耳鼻喉科病房 100730;
    3北京协和医学院护理学院临床护理学系 100730
  • 收稿日期:2021-01-05 发布日期:2021-08-04
  • 通讯作者: 李菁, Email: annelee13@126.com, Tel: 010-88771124
  • 基金资助:
    北京协和医学院2018年教学质量工程项目(2018zlgc0711)

Effect of process list teaching method for IV catheter system practice by nursing students

Dong Xiaolan1, Su Haoqing2, Wu Haitong2, Li Jing3   

  1. 1Department of Dermatology, Peking Union Medical College Hospital & Chinese Academy of Medical Sciences, Beijing 100730, China;
    2Department of Otolaryngology, Peking Union Medical College Hospital & Chinese Academy of Medical Sciences, Beijing 100730, China;
    3Department of Clinical Nursing, School of Nursing, Peking Union Medical College, Beijing 100730, China
  • Received:2021-01-05 Published:2021-08-04
  • Contact: Li Jing, Email: annelee13@126.com, Tel: 0086-10-88771124
  • Supported by:
    2018 Teaching Quality Engineering Project of Peking Union Medical College(2018zlgc0711)

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摘要： 目的 探讨流程清单教学方式在护理学专业学生留置针穿刺实习中的应用效果。方法 选取2016年7月至2017年6月在北京协和医院耳鼻喉科病房实习的护理学专业52名学生为研究对象,采用随机数字表法将其分为两组,试验组25名学生,对照组27名学生。在留置针穿刺教学中,试验组采用流程清单教学方式,对照组采用传统教学方式。教学结束后,分别对两组学生操作进行评分,并对试验组学生进行流程清单教学效果的问卷调查。结果 试验组学生操作成绩为[44(39,46)]分,对照组学生操作成绩为[40(34,43.5)]分,其差异具有统计学意义(Z=2.062,P＜0.05)。试验组学生对流程清单教学方式的评分平均为8.76分,并认为最有帮助的使用阶段是实习第二周[72.0%(18/25)]。结论 留置针穿刺中采用流程清单教学方式有助于提高学生留置针穿刺水平,学生也比较认可这种教学方式。

关键词: 留置针穿刺, 流程清单教学, 护理学专业学生, 实习

Abstract: Objective To explore the application effect of a self-designed checklist teaching method for IV catheter system practice among nursing students during internship. Methods A total of 52 students (nursing undergraduate students of 2013 and 2014) who practiced in the otolaryngology ward of Peking Union Medical College Hospital from July 2016 to June 2017 were selected as the research objects. The students were randomly divided into two groups with 25 in the experimental group and 27 in the control group. The experimental group adopted the self-designed checklist teaching method for IV catheter system practice, while the control group adopted the traditional teaching method. A self-designed rating scale for IV practice was conducted to evaluate the students' practical skill, a self-designed questionnaire was conducted to evaluate the effect of checklist teaching method. Results The mean scores of IV practice was [44(39,46)] in the experimental group and [40(34,43.5)] in the control group, and the difference was statistically significant (Z=2.062, P＜0.05). The score of effect evaluation for the checklist teaching method by students from experiment group was 8.76, and 72.0%(18/25) students believed that it was very helpful to be trained with this method during second week of internship. Conclusions Checklist teaching method for IV catheter system practice can effectively enhance the scores of students, which strengthens the students' capacity based on well understanding operation process and strictly following regulations concerned, and thus improves trainees' clinical skills and ensures teaching quality.

Key words: IV catheter system practice, Checklist teaching, Nursing tudents, Internship

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