Application of hierarchical and phased teaching method in clinical nursing education of breast and Axillary surgery
分层次分阶段带教法在乳甲外科临床护理教学中的应用

摘要

目的 探讨分层次分阶段带教法在乳甲外科临床护理教学中的应用效果。方法 选取乳甲外科实习护士80名作为研究对象，按照带教方式不同分为对照组和干预组，每组40名。对照组实施常规临床护理带教，干预组在常规教学基础上实施分层次分阶段带教，根据护士基础知识、学习能力及临床实践水平划分学习层次，并按照入科适应、基础实践等推进教学。比较两组护士理论知识成绩、护理操作成绩、专科护理能力、临床综合能力及教学满意度。结果 干预组理论知识成绩、护理操作成绩、专科护理能力及临床综合能力评分分别为（88.60±3.80）分、（90.10±3.50）分、（89.20±3.70）分、（91.00±3.30）分，均高于对照组的（78.20±4.60）分、（80.30±4.20）分、（79.50±4.10）分、（81.10±4.00）分，差异有统计学意义（P＜0.05）。干预组教学满意度为95.00%，高于对照组的80.00%，差异有统计学意义（P＜0.05）。结论 将分层次分阶段带教法应用于乳甲外科临床护理教学，可依据护士个体基础合理配置教学内容，使护理知识、操作技能和专科实践能力逐步衔接，有助于提高护士临床综合能力及教学满意度，具有较好的护理教学应用价值。

Abstract

Objective To explore the application effect of hierarchical and phased teaching method in clinical nursing education of breast and thoracic surgery.
Methods 80 trainee nurses in breast and thoracic surgery were selected as the research subjects. They were divided into the control group and the intervention group according to different teaching methods, with 40 nurses in each group. The control group received routine clinical nursing teaching, while the intervention group implemented hierarchical and phased teaching on the basis of routine teaching. The learning levels of nurses were divided according to their basic knowledge, learning ability and clinical practice level, and the teaching was advanced according to the admission adaptation, basic practice, etc. The theoretical knowledge scores, nursing operation scores, specialized nursing ability, clinical comprehensive ability and teaching satisfaction of the two groups were compared.
Results The scores of theoretical knowledge, nursing operation, specialized nursing ability and clinical comprehensive ability of the intervention group were (88.60 ± 3.80) points, (90.10 ± 3.50) points, (89.20 ± 3.70) points and (91.00 ± 3.30) points, respectively, which were higher than those of the control group (78.20 ± 4.60) points, (80.30 ± 4.20) points, (79.50 ± 4.10) points and (81.10 ± 4.00) points, and the differences were statistically significant (P < 0.05). The teaching satisfaction of the intervention group was 95.00%, which was higher than that of the control group (80.00%), and the difference was statistically significant (P < 0.05).
Conclusion   Applying hierarchical and phased teaching method to clinical nursing education of breast and thoracic surgery can reasonably allocate teaching content based on the individual foundation of nurses, so that nursing knowledge, operation skills and specialized practical ability can be gradually connected, which is helpful to improve the clinical comprehensive ability and teaching satisfaction of nurses, and has a good application value in nursing education.