文章摘要
郭真.责任制带教模式联合服务性学习措施在产科分娩带教中的应用价值[J].实用中西医结合临床,2024,24(3):
责任制带教模式联合服务性学习措施在产科分娩带教中的应用价值
Application value of responsibility teaching mode combined with service learning measures in obstetric delivery teaching
投稿时间:2023-07-14  修订日期:2023-07-28
DOI:
中文关键词: 妇产科实习助产士  产科分娩  临床带教  责任制带教模式  服务性学习
英文关键词: obstetrics and gynecology practice nurse  obstetrics nursing  clinical teaching  responsibility system teaching mode  service learning
基金项目:
作者单位E-mail
郭真* 河南科技大学第一附属医院 wu856212@163.com 
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中文摘要:
      目的:研究责任制带教模式联合服务性学习措施在产科分娩带教中的应用价值。方法:选取2019年8月-2023年3月在产科实习的助产士114名作为研究对象,采用随机数字表法将其随机分为传统带教组67名和联合带教组67名,传统带教组实习生均采取传统教学方式,联合带教组采取责任制带教模式联合服务型学习措施的教学方式。比较两组学生自我满意度及对教学培训的满意度,对实习内容兴趣,学生带教前和出科时的考试成绩及带教后学生学习积极性、自我问题处理能力等指标。结果:实习结束时,联合带教组学生出科理论知识和操作技能的考核成绩比带教前均明显提高,且均明显高于传统带教组,其测评表考核优良率明显高于传统带教组(P<0.05)。联合带教组学生对自我满意度和对教学培训,包括学科介绍、教学方法、讲课内容、理论技能、护理操作技能、分析解决为问题等方面的满意度相比传统带教组均明显升高(P<0.05),联合带教组学生对实习内容有兴趣的比例相比传统带教组更高,且带教后联合带教组学生学习积极性相比传统带教组更佳,自我处理问题能力也更高(P<0.05)。结论:在产科分娩护理带教中联合应用责任制带教模式及服务性学习措施能明显提高实习助产士的专业理论水平和实际操作技能,这种带教方式能显著提升实习助产士的学习兴趣和积极性,提升其对自和教学的满意度,从而提高其综合能力,取得更好的带教效果。
英文摘要:
      Objective: To Application value of responsibility teaching mode combined with service learning measures in obstetric delivery teaching. Methods: a total of 114 midwives who practiced in the gynecology and obstetrics ward from August 2019 to March 2023 were randomly divided into 67 traditional teaching group and 67 combined teaching group. The traditional teaching method was adopted by the interns in the traditional teaching group, and the joint teaching group adopted the teaching method of responsibility system and joint service-oriented learning. The two groups were compared in terms of self satisfaction, satisfaction with teaching and training, interest in practice content, examination results before and after teaching, learning enthusiasm and self problem solving ability. Results: At the end of the practice, the examination results of the theoretical knowledge and operation skills of the students in the combined teaching group were significantly higher than those before the teaching, and were significantly higher than those in the traditional teaching group, and the excellent rate of the examination form was significantly higher than that in the traditional teaching group (P < 0.05). Compared with the traditional teaching group, the students in the combined teaching group were significantly higher in self satisfaction and teaching training, including subject introduction, teaching methods, lecture content, theoretical skills, nursing operation skills, analysis and solution to problems, etc. (P<0.05). Compared with the traditional teaching group, the students in the teaching group had better learning enthusiasm and higher ability to deal with problems (P < 0.05). Conclusion: the application of responsibility teaching mode and service learning measures in obstetric delivery nursing teaching can significantly improve the professional theoretical level and practical operation skills of practice midwives. This teaching mode can significantly improve the learning interest and enthusiasm of practice nurses, enhance their satisfaction with self and teaching, so as to improve their comprehensive ability and achieve better teaching effect.
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