摘要
目的:研究客观结构化临床考试对护理本科学生临床思维能力的培养效果.方法:选取 2019-2020 年实习的本科护生48 名作为研究对象,其中2019 年本科护生22 人为对照组,2020 年本科护生 26 人为实验组.对照组按照常规带教模式带教,实验组采用客观结构化临床考试模式引导培训和学习,实习期结束后统一进行理论和技能考试,同时对护生的临床思维能力及双向带教满意度进行问卷调查.结果:实习后实验组理论和技能考核成绩均明显高于对照组(P<0.01).实习后2 组护生批判性思维、系统性思维、循证思维能力均优于实习前(P<0.05),且实验组护生批判性思维、系统性思维、循证思维能力均优于对照组(P<0.05～P<0.01).实验组护生对带教老师的带教方式、带教内容和教学能力总分的满意度评分均高于对照组(P<0.05～P<0.01);实验组带教老师对实习护生的专业知识、专业态度、人文关怀、应急处理及实习表现总分的满意度评分均明显高于对照组(P<0.01).结论:应用客观结构化临床考试模式能够培养护生对临床知识的融合和临床技能的掌握能力,可有效提高临床本科护生的综合能力和临床思维能力.客观结构化临床考试培养模式有利于提升临床护理带教质量,提高带教满意度,值得临床推广.
Abstract
Objective:To study the effect of objective structure clinical examination the cultivation of clinical thinking ability of nursing undergraduates.Methods:Forty-eight nursing undergraduates for internship from 2019 to 2020 were selected as the subjects,in which 22 nursing undergraduates in 2019 were set as the control group,and 26 nursing undergraduates in 2020 were set as the experimental group.The conventional teaching mode was used in control group,and the objective structured clinical examination was applied in experimental group to guide training and learning.After the internship,the theory and skill assessment were conducted uniformly.At the same time,the clinical thinking ability of nursing students and the satisfaction of two-way teaching were conducted by questionnaire survey.Results:After the internship,the theory and skill assessment scores in experimental group were significantly higher than those in control group(P<0.01).The critical thinking,systemic thinking,and evidence-based thinking abilities of nursing students in the two groups after the internship were better than those before the internship(P<0.05),and the critical thinking,systemic thinking,and evidence-based thinking abilities in experimental group were better than those in control group(P<0.05 to P<0.01).The satisfaction scores of nursing students in experimental group on the teaching method,teaching content and teaching ability of the teachers were higher than those in control group(P<0.05 to P<0.01),and the satisfaction scores of teachers in experimental group on the professional knowledge,professional attitude,humanistic care,emergency response and internship performance of nursing students were significantly higher than those in control group(P<0.01).Conclusions:The application of objective structure clinical examination can cultivate the fusion of clinical knowledge and the mastery of clinical skills of nursing students,and effectively improve the comprehensive ability and clinical thinking ability of nursing undergraduates.The cultivation mode of objective structure clinical examination is conductive to improve the quality of clinical nursing teaching and satisfaction of teaching,which is worthy of clinical promotion.
基金项目
安徽省教育厅质量工程项目(2020mooc320)
蚌埠医学院教学研究重点项目(2019jyxm65)
NETL
NSTL
维普
万方数据