摘要
目的:探索SHEL模式在医疗安全教学和提升学生临床思维能力的应用效果.方法:将46名大三全日制护理本科生随机分为观察组和对照组各23人.对照组按常规安全管理培训,观察组采用SHEL模式,从软件、硬件、环境和人员四个方面进行综合培训.比较两组学生的安全知识得分和患者满意度来评估培训效果.结果:观察组在护理内容、安全意识和生活细节得分显著高于对照组(P＜0.01),患者满意度有显著提高(P＜0.01).结论:SHEL模式有效提升了学生的医疗安全知识和临床思维能力,增强了其安全意识,提高了其护理安全管理水平,从而增进了患者的满意度.
Abstract
Objective:To explore the application effect of SHEL model in medical safety teaching and improving students'clinical thinking ability.Method:46 fuill-time nursing undergraduate students in their third year were randomly divided into an observation group and a control group,with 23 students in each group.The control group received routine safety management training,while the observation group received comprehensive training in software,hardware,environment,and personnel using the SHEL model.Compare the safety knowledge scores and patient satisfaction of two groups of students to evaluate the training effectiveness.Result:The observation group scored significantly higher than the control group in terms of nursing content,safety awareness,and life details(P＜0.01),and patient satisfaction was significantly improved(P＜0.01).Conclusion:The SHEL model effectively enhances students'medical safety knowledge and clinical thinking ability,enhances their safety awareness,improves their nursing safety management level,and thus enhances patient satisfaction.
基金项目
湖北民族大学2022年度教学研究与改革项目(2022JY012)
维普
万方数据