以质量求发展，以服务铸品牌

护理学报 ›› 2019, Vol. 26 ›› Issue (4): 10-13.doi: 10.16460/j.issn1008-9969.2019.04.010

• 护理教育 • 上一篇    下一篇

PBL结合医学模拟教学法在培养ICU专科护士临床能力中应用

刘伟权, 熊杰, 肖琦, 江燕, 刘俊雅   

  1. 华中科技大学同济医学院附属同济医院 重症医学科,湖北 武汉 430030
  • 收稿日期:2018-10-21 出版日期:2019-02-25 发布日期:2020-07-08
  • 通讯作者: 肖 琦（1980-）,女,湖北恩施人,本科学历,硕士研究生在读,主管护师,Email:68186187@qq.com。
  • 作者简介:刘伟权（1979-）,男,河北邯郸人,硕士,副主任护师。
  • 基金资助:
    2018年华中科技大学第二临床学院教学研究项目（201809）

PBL Combined with Medical Simulation Teaching Method in Cultivating Clinical Ability of ICU Specialist Nurses

LIU Wei-quan, XIONG Jie, XIAO Qi, JIANG Yan, LIU Jun-ya   

  1. Department of Critical Care Medicine, Tongji Hospital Affiliated to Tongji Medical College of Huazhong University of Science and Technology, Wuhan 430030, China
  • Received:2018-10-21 Online:2019-02-25 Published:2020-07-08

PDF (PC)

112

赞

摘要： 目的 探讨将PBL结合医学模拟教学法在培养ICU专科护士临床能力中应用研究。方法 将近年来我省护理质控中心的ICU专科护士分为2组,采用类实验研究方法,2014—2015年34名学员作为对照组,采用传统的临床带教法进行临床规范化培训;而2016—2017年32名学员作为观察组,采用PBL结合医学模拟教学法进行临床规范化培训;2组学员结业后,由临床基地组成考评委员会对学员的临床能力指标进行测评。结果 观察组不仅在理论与操作成绩方面,而且在临床处置能力、护理沟通能力、健康教育能力、临床科研能力、临床教学能力、临床管理能力方面与对照组比较,差异有统计学意义（P<0.01）。结论 采用PBL结合医学模拟教学法可以显著提高ICU专科护士临床能力。

关键词: PBL, 医学模拟教学, ICU专科护士, 临床能力

Abstract: Objective To explore the application of PBL combined with medical simulation teaching method in cultivating the clinical ability of ICU specialist nurses. Methods The experimental research method was applied. ICU specialist nurses from Nursing Quality Control Center of Hubei Province were divided into control group (n=34) and observation group (n=32). Nurses in the control group received clinical standardized training from 2014 to 2015 by traditional clinical teaching method and those in the observation groups from 2016 to 2017 by using PBL combined with medical simulation teaching methods. All nurses' clinical ability was assessed by the evaluation committee. Results There were significant differencesbetween the 2 groups in terms of theoretical and operational scores, clinical practice ability, nursing communication ability, health education ability, clinical research ability, clinical teaching ability and clinical management ability (P<0.01). Conclusion PBL combined with medical simulation teaching method can significantly improve the clinical ability of ICU specialist nurses.

Key words: PBL, medical simulation teaching, ICU specialist nurse, clinical ability

中图分类号: 

  • G424.1
[1] 应文娟,林晓丹,黄海星,等.重症监护室层级护士专业实践能力自我评价现状调查[J].国际医药卫生导报, 2017,23(11):1657-1661.DOI:10.3760/cma.j.issn.1007-1245.2017.11.002.
[2] 曹松梅,赵庆华,庄若,等.基于能级进阶的护士分层培训模式构建与实践[J].中国护理管理,2016,16(4):508-512.DOI:10.3969/j.issn.1672-1756.2016.04.020.
[3] Komasawa N, Berg B W, Minami T.Hybrid Simulation Utilizing Problem-based Learning and Task Trainer for Central Venous Catheter Insertion Training[J]. Am J Emergency Med,2017,35(9):1379.DOI:10.1016/j.ajem.2017.03.068.
[4] 宋向秋,肖海,李志平.PBL教学法的发展历程及对中国医学教育的影响[J].中国高等医学教育,2013(7):96-97.DOI:10.3969/j.issn.1002-1701.2013.07.049.
[5] Kuiper R, Heinrich C, Matthias A, et al.Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation[J]. Int J Nurs Educ Scholarsh, 2008, 5:Article17.DOI:10.2202/1548-923X.1466.
[6] Dennis D, Furness A, Duggan R, et al.An Interprofessional Simulation-based Learning Activity for Nursing and Physiotherapy Students[J].CLIN SIMUL NURS,2017,13(10):501-510.DOI:10.1016/j.ecns.2017.06.002.
[7] 周厚秀,朱京慈.护理本科生临床能力评价指标体系的构建[J].解放军护理杂志,2007, 24(9):4-7.DOI:10.3969/j.issn.1008-9993.2007.09.002.
[8] 徐凤玲,查婷婷,朱瑞.安徽省ICU专科护士核心能力发挥现状调查分析[J].护理学报,2014,21(17):27-30.
[9] 姚骏,胡志前. 模拟医学在临床实践教学中的应用研究[J].中国实用医药,2014,9(32):258-259.DOI:10.14163/j.cnki.11-5547/r.2014.32.210.
[10] 邹红,李亚洁.同伴互助学习法在ICU护士核心能力培养中的应用[J].护理学报, 2012,19(4B):11-14.DOI:10.3969/j.issn.1008-9969.2012.08.004.
[11] Al-Azri H, Ratnapalan S.Problem-based Learning in Continuing Medical Education: Review of Randomized Controlled Trials[J]. Can Fam Physician,2014,60(2):157-165.
[12] Itatani T, Nagata K,Yanagihara K,et al.Content Analysis of Student Essays after Attending a Problem-based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students[J].Healthcare,2017,5(3):47. DOI:10.3390/healthcare5030047.
[13] Sun C, Qi X.Evaluation of Problem-and Simulator-based Learning in Lumbar Puncture in Adult Neurology Residency Training[J].World Neurosurg,2018,109:e807-e811.DOI:10.1016/j.wneu.2017.10.093.
[14] Volk M S.Improving Team Performance Through Simulation-Based Learning[J]. Otolaryngol clin North Am,2017,50(5):967-987.DOI:10.1016/j.otc.2017.05.008.
[15] 隋树杰,仰曙芬.在临床模拟教学实践中强化护生人文精神培养[J].中国高等医学教育,2008(1):87-88.DOI:10.3969/j.issn.1002-1701.2008.01.044.
[1] 徐慧娜, 桂意华. ICU护士血液净化技术培训应用PBL教学法结合能力进阶模式的效果观察[J]. 护理学报, 2020, 27(12): 1-5.
[2] 张凤勤,陈红宇,丁娟,陈淳. 基于成功能力模型临床带教法在本科实习护生临床能力培养中的应用[J]. 护理学报, 2016, 23(3): 23-26.
[3] 温韬雪,李彦,武雪莹,毕晓飞,刘杰. 黑龙江省ICU专科护士资格认证培训效果评价体系的构建[J]. 护理学报, 2016, 23(19): 1-7.
[4] 杜晓丽. 探讨PBL与CBL教学法在临床实习教学中的联合应用效果[J]. 护理学报, 2015, (12): 14-16.
[5] 马伟光,陈京立,梁涛,郭爱敏,张欢. 基于模拟技术的多站式考核在护生毕业前综合能力测评中的应用[J]. 护理学报, 2015, (10): 5-7.
[6] 顾丽华,王韧,于异男,王莉萍,刘建伟,马伟红,郭爱军,李稻. 护理专业技能理论教学中开展早期接触临床+PBL教学的效果观察[J]. 护理学报, 2014, (2): 12-14.
[7] 赵爱娟,朱劲松,林萍,赵海丰,都继微,董晓红. PBL在消毒供应中心护理教学中的应用[J]. 护理学报, 2014, (18): 5-6,7.
[8] 陈媛,李亚洁. 护理硕士专业学位研究生临床能力考评指标权重的确定[J]. 护理学报, 2012, 19(9): 13-17.
Viewed
Full text


Abstract

Cited
  Shared   
[1] 黄静,区秀丽,李伟栋,罗小燕,谈燕飞,刘乐乐,韩春春,杜春花. 江门市综合与专科三级甲等医院门诊病人反应性比较[J]. 护理学报, 2012, 19(2): 16 -20 .
[2] 胡娟,胡敦梅,陈凤菊. 3M自我粘缠外科绷带在胸腹腔引流管固定中的应用[J]. 护理学报, 2012, 19(6): 74 .
[3] 张冬妮,刘永军. 老年人自我健康管理综合策略研究进展[J]. 护理学报, 2013, 20(11): 25 -27 .
[4] 王新,李桂友,邓美莲. 1095例孕妇盆腔脏器脱垂影响因素分析[J]. 护理学报, 2013, 20(11): 28 -30 .
[5] 谢亚男,马涛洪,韩晓娟,宋欣华. 明确麻醉科护士围麻醉期工作职责的研究[J]. 护理学报, 2018, 25(12): 1 -5 .
[6] 曾秋霞,何海燕,徐春美,肖喜娥,刘 蕾,曾登芬. 领悟性社会支持在急性心肌梗死患者感恩与创伤后成长中的中介作用[J]. 护理学报, 2018, 25(12): 6 -10 .
[7] 袁修银,任俊翠,王芳. 护理人才"四库"管理对护士职业认同和离职率的影响[J]. 护理学报, 2018, 25(12): 11 -13 .
[8] 包月. 新生儿重症监护室护理信息数据元的构建研究[J]. 护理学报, 2018, 25(12): 14 -17 .
[9] 黄发妮,贺定翠,许晓静,张新风,万菲. 标准操作规程在改良电痉挛治疗精神分裂症患者医护管理中的应用[J]. 护理学报, 2018, 25(12): 22 -24 .
[10] 张圣洁,蒲霞,王惠珍,崔秋菊,徐梅. 手术室专科护士院内会诊模式的建立与实施[J]. 护理学报, 2018, 25(12): 25 -27 .