朱紅桃

[摘要] 目的 探究分階段目標(biāo)教學(xué)在胸外科護(hù)理實(shí)習(xí)帶教中的價(jià)值。方法 選取該院2018年3月—2019年2月期間接收的46名胸外科護(hù)理實(shí)習(xí)生作為研究對(duì)象，依據(jù)臨床帶教方式的不同，將其分為常規(guī)帶教的23名對(duì)照組實(shí)習(xí)生與分階段目標(biāo)帶教的23名干預(yù)組實(shí)習(xí)生。對(duì)比兩組實(shí)習(xí)生實(shí)習(xí)期間的理論知識(shí)、實(shí)踐能力等評(píng)分、成績(jī)數(shù)據(jù)。結(jié)果 在理論知識(shí)掌握方面，干預(yù)組實(shí)習(xí)生在理論知識(shí)掌握程度方面與對(duì)照組相比較占有優(yōu)勢(shì)，差異有統(tǒng)計(jì)學(xué)意義（P<0.05）;在實(shí)踐能力表現(xiàn)方面，干預(yù)組實(shí)習(xí)生在實(shí)踐操作能力相較于對(duì)照組占有優(yōu)勢(shì)，差異有統(tǒng)計(jì)學(xué)意義（P<0.05）;在成績(jī)考核方面，干預(yù)組實(shí)習(xí)生在理論知識(shí)考核、實(shí)踐成績(jī)考核方面與對(duì)照組實(shí)習(xí)生相比較，差異有統(tǒng)計(jì)學(xué)意義（P<0.05）。結(jié)論 分階段目標(biāo)教學(xué)在實(shí)踐過(guò)程中將起到進(jìn)一步鞏固記憶的作用，從而保證胸外科護(hù)理實(shí)習(xí)生的實(shí)習(xí)評(píng)分、成績(jī)有顯著地提升。

[關(guān)鍵詞] 分階段目標(biāo)教學(xué);護(hù)理實(shí)習(xí);臨床帶教;胸外科

[中圖分類號(hào)] R47 [文獻(xiàn)標(biāo)識(shí)碼] A [文章編號(hào)] 1672-5654（2020）09（b）-0129-03

[Abstract] Objective To explore the value of staged target teaching in nursing practice teaching in thoracic surgery. Methods 46 nursing interns in thoracic surgery accepted by the hospital from March 2018 to February 2019 were selected as the research objects. According to the different clinical teaching methods， they were divided into 23 normal control interns and control interns. 23 interns in the intervention group who were taught by stage goals. Compare the theoretical knowledge and practical ability of the two groups of interns during their internship and score data. Results In terms of theoretical knowledge mastery， the intervention group had an advantage over the control group in terms of the degree of theoretical knowledge mastery， the difference was statistically significant（P<0.05）; in terms of practical ability performance， the intervention group interns had a higher level of practical operation ability. There was a statistically significant advantage over the control group， the difference was statistically significant（P<0.05）; in terms of performance assessment， the interns in the intervention group are compared with those in the control group in terms of theoretical knowledge assessment and practical performance assessment. The difference was statistically significant（P<0.05）. Conclusion The staged goal teaching will play a role in further consolidating memory in the process of practice， so as to ensure that the practice scores and performance of nursing trainees in thoracic surgery are significantly improved.

[Key words] Staged target teaching; Nursing practice; Clinical teaching; Thoracic surgery

臨床護(hù)理涉及自然科學(xué)、心理疏導(dǎo)、日常監(jiān)護(hù)等多方面的護(hù)理學(xué)科，在臨床護(hù)理過(guò)程中，臨床護(hù)理工作的科學(xué)性與實(shí)踐性均有著重要的價(jià)值，實(shí)踐性需要良好的理論知識(shí)為基礎(chǔ)，并且理論知識(shí)必須遵循科學(xué)性、合理性、專業(yè)性，由此可知，臨床護(hù)理工作的開展就是護(hù)理專業(yè)理論知識(shí)在驗(yàn)證科學(xué)性、合理性、專業(yè)性以后，將其在實(shí)際護(hù)理工作中實(shí)施起來(lái)的過(guò)程[1-2]。實(shí)習(xí)生在院實(shí)習(xí)的過(guò)程，就是將理論知識(shí)與實(shí)踐能力相結(jié)合的過(guò)程中，在此期間，驗(yàn)證護(hù)理理論知識(shí)的專業(yè)性、科學(xué)性，并將專業(yè)的理論轉(zhuǎn)變?yōu)閷?shí)際的理論操作[3]。在胸外科護(hù)理實(shí)習(xí)中，實(shí)習(xí)生需要鞏固、演化的理論知識(shí)更加繁多且復(fù)雜[4]。胸外科患者常常需要行較大的手術(shù)，該科室要求專科性較強(qiáng)的臨床措施來(lái)保證患者的護(hù)理服務(wù)質(zhì)量，因此，在胸外科的護(hù)理實(shí)習(xí)中，實(shí)習(xí)內(nèi)容較為復(fù)雜，故需促使護(hù)理實(shí)習(xí)生在實(shí)習(xí)階段以最好的狀態(tài)完成護(hù)理實(shí)習(xí)，獲得更好的成績(jī)?cè)u(píng)分。完成該目標(biāo)的重點(diǎn)在于護(hù)理教學(xué)方式方面，目的性強(qiáng)、適合實(shí)習(xí)生更好地完成護(hù)理實(shí)習(xí)的教學(xué)方式能夠有效促進(jìn)實(shí)習(xí)生在臨床護(hù)理實(shí)習(xí)中獲得更好地效果[5]。該次研究中，選擇該院2018年3月—2019年2月期間接收的46例胸外科護(hù)理實(shí)習(xí)生作為研究對(duì)象，通過(guò)實(shí)施不同的實(shí)習(xí)帶教模式，探究分階段目標(biāo)教學(xué)在胸外科護(hù)理實(shí)習(xí)帶教中的價(jià)值，報(bào)道如下。