翻转课堂教学模式在低年资护士安全文化培训中的应用效果
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摘要
目的探讨翻转课堂教学模式在低年资护士安全文化培训中的应用效果。方法选择2017年8月在安徽医科大学附属六安医院工作年限≤5年的150名护士为研究对象,采用随机数字表法分为对照组与观察组,每组75名。对照组采用传统课堂培训形式,观察组进行相同课程内容的翻转课堂教学模式。培训后分析两组护士综合考核成绩、学业情绪、安全文化感知水平、护理不良事件发生率,比较2种不同培训形式的培训效果。结果观察组护士理论知识考核成绩为(85.72±10.08)分、案例分析考核成绩为(78.51±7.13)分、学业情绪积极活动得分为(71.73±5.32)分、积极结果得分为(30.11±2.10)分、患者安全文化感知水平得分为(4.65±0.41)分,均高于对照组,学业情绪消极活动得分(18.42±2.86)分、消极结果得分(29.12±6.01)分,均低于对照组,差异均有统计学意义(P<0.05)。培训后6个月内,观察组共发生护理不良事件5例,对照组15例,差异有统计学意义(χ~2=5.769,P=0.016)。结论翻转课堂教学模式可以有效提升低年资护士安全文化培训综合考核成绩和患者安全文化感知水平,改善学业情绪,降低护理不良事件发生率。
Objective To explore the application effect of flip classroom teaching mode in safety culture training for junior nurses.Methods A total of 150 nurses with working life less than five years in Lu'an Hospital Affiliated to Anhui Medical University in August 2017 were selected as the subjects. They were divided into control group and observation group by random number table method,with 75 nurses in each group. The control group was given traditional classroom training,while the observation group was given the same course content reversal classroom teaching mode. After training,the scores of comprehensive assessment,academic mood,safety culture perception level and the incidence of nursing adverse events were analyzed,and the training effects of two different training forms were compared. Results In observation group,the score of theoretical knowledge assessment,case analysis,positive activities in academic emotion,positive knots,the fruit score,andthe score of perceptionlevel of patient safety cultureof nurses was(85.72±10.08),(78.51±7.13),(71.73±5.32),(30.11±2.10) and(4.65±0.41),respectively,which were all higher than those in control group. Whereas,the score of negative activities in academic emotion and the fruit scorewas(18.42±2.86) and(29.12±6.01) respectively,lower than those of control group,and the difference was statistically significant(P<0.05). Within six months after training,5 cases of nursing adverse events occurred in observation group and 15 cases in control group,with significant differencec(χ~2=5.769,P=0.016). Conclusions Flipping classroom teaching mode can effectively improve the comprehensive assessment results of safety culture training for junior nurses and patient safety culture perception level,improve academic mood and reduce the incidence of adverse nursing events.
Objective To explore the application effect of flip classroom teaching mode in safety culture training for junior nurses.Methods A total of 150 nurses with working life less than five years in Lu'an Hospital Affiliated to Anhui Medical University in August 2017 were selected as the subjects. They were divided into control group and observation group by random number table method,with 75 nurses in each group. The control group was given traditional classroom training,while the observation group was given the same course content reversal classroom teaching mode. After training,the scores of comprehensive assessment,academic mood,safety culture perception level and the incidence of nursing adverse events were analyzed,and the training effects of two different training forms were compared. Results In observation group,the score of theoretical knowledge assessment,case analysis,positive activities in academic emotion,positive knots,the fruit score,andthe score of perceptionlevel of patient safety cultureof nurses was(85.72±10.08),(78.51±7.13),(71.73±5.32),(30.11±2.10) and(4.65±0.41),respectively,which were all higher than those in control group. Whereas,the score of negative activities in academic emotion and the fruit scorewas(18.42±2.86) and(29.12±6.01) respectively,lower than those of control group,and the difference was statistically significant(P<0.05). Within six months after training,5 cases of nursing adverse events occurred in observation group and 15 cases in control group,with significant differencec(χ~2=5.769,P=0.016). Conclusions Flipping classroom teaching mode can effectively improve the comprehensive assessment results of safety culture training for junior nurses and patient safety culture perception level,improve academic mood and reduce the incidence of adverse nursing events.
引文
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[6]聂雯瑾,归纯漪.低年资护士眼科专科知识的翻转课堂培训[J].护理学杂志,2017,32(23):12-14.
[7]邰春玲,隋树杰,史淑杰.翻转课堂医学教育领域应用研究评述[J].中华医学教育杂志,2016,36(3):398-400,408.
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[10]陈方蕾.医院护理人员患者安全文化评价的研究[D].上海:第二军医大学,2008.
[11]李雪华,卢天舒.建设良性护理安全文化面临的问题与对策[J].护理管理杂志,2016,16(12):905-907.
[12]秦爱玲,屈红,王青丽.低年资护士安全认知状况和培训需求调查分析[J].护理学报,2014,21(18):7-10.
[13]WAN Q Y.Analysis and countermeasures on 195 cases of adverse events in nursing care[J].J Nurs,2015,4(4):12-14.
[14]沈剑辉,高兴莲,鄢利芳,等.微课结合翻转课堂教学模式在手术室新护士培训中的应用[J].护理学杂志,2017,32(8):14-16.
[15]周丹,杨青敏.翻转课堂在护理教育中的研究进展[J].循证护理,2018,4(6):499-502.
[16]何叶成,刘晓梅,陈尚,等.MCAT教学法在护理专业生理课程教学中的应用[J].重庆医学,2018,47(3):418-420.
[2]周维维.云南省某三甲医院护理不良事件分析与对策研究[D].昆明:昆明医科大学,2017.
[3]BETIHAVAS V,BRIDGMAN H,KORNHABER R,et al.The evidence for‘flipping out’:a systematic review of the flipped classroom in nursing education[J].Nurse Educ Today,2016,38(3):15-21.
[4]RATTA C B.Flipping the classroom with team based learning in undergraduate nursing education[J].Nurse Educ,2015,40(2):71-74.
[5]王益兰,张雪,杨金梅,等.微课联合翻转课堂在手术室护生临床护理教学中的应用[J].护理学杂志,2018,33(6):10-12.
[6]聂雯瑾,归纯漪.低年资护士眼科专科知识的翻转课堂培训[J].护理学杂志,2017,32(23):12-14.
[7]邰春玲,隋树杰,史淑杰.翻转课堂医学教育领域应用研究评述[J].中华医学教育杂志,2016,36(3):398-400,408.
[8]魏容容,谢建飞,钟竹青,等.护理安全管理课程设置及应用[J].中华护理杂志,2013,48(6):524-527.
[9]徐先彩,龚少英.大学生学业情绪问卷的编制[J].中国临床心理学杂志,2011,19(2):175-177,159.
[10]陈方蕾.医院护理人员患者安全文化评价的研究[D].上海:第二军医大学,2008.
[11]李雪华,卢天舒.建设良性护理安全文化面临的问题与对策[J].护理管理杂志,2016,16(12):905-907.
[12]秦爱玲,屈红,王青丽.低年资护士安全认知状况和培训需求调查分析[J].护理学报,2014,21(18):7-10.
[13]WAN Q Y.Analysis and countermeasures on 195 cases of adverse events in nursing care[J].J Nurs,2015,4(4):12-14.
[14]沈剑辉,高兴莲,鄢利芳,等.微课结合翻转课堂教学模式在手术室新护士培训中的应用[J].护理学杂志,2017,32(8):14-16.
[15]周丹,杨青敏.翻转课堂在护理教育中的研究进展[J].循证护理,2018,4(6):499-502.
[16]何叶成,刘晓梅,陈尚,等.MCAT教学法在护理专业生理课程教学中的应用[J].重庆医学,2018,47(3):418-420.