Exploring the effect analysis of clinical nursing teaching application of just-in-time teaching method in ICU
探讨及时教学法在ICU的临床护理带教应用效果分析

摘要

目的 探讨及时教学法在重症加强护理病房（ICU）临床护理带教中的应用效果。方法 选择2019年10月至2021年6月于我院ICU实习的护生为研究对象，按照护理带教方法的不同将92名护生分为两组，各46名。对照组采用传统ICU临床带教方法进行带教，观察组采用及时教学法进行带教，两组均持续教学6周。对比两组学习效率、自主学习能力、学习成绩、专科技能合格率及满意度。结果 观察组学习效率优于对照组，差异有统计学意义（P＜0.05）；观察组自主学习能力中自我管理能力[（84.86±6.19）分]、学习合作能力[（80.17±4.92）分]、学习动机[（83.45±5.82）分]及综合评分[（83.05±4.82）分]均高于对照组[（76.72±5.85）分、（72.57±4.49）分、（75.39±4.60）分、（75.11±4.13）分]，差异均有统计学意义（P＜0.05）；观察组自主学习能力中理论知识[（90.11±5.60）分]、操作技能[（82.86±5.15）分]、综合成绩[（85.92±5.34）分]评分均高于对照组的[（79.83±4.65）分、（75.79±4.43）分、（76.87±4.45）分]，差异均有统计学意义（P＜0.05）；观察组满意度中带教方法[（19.24±0.35）分]、带教老师职业素质[（18.82±0.45）分]、管理患者的能力[（19.45±0.42）分]、维护学生利益[（18.88±0.46）分]、教学效果[（18.83±0.42）分]评分均高于对照组的带教方法[（16.25±1.82）分、（15.65±1.32）分、（16.62±0.93）分、（15.59±0.77）分、（15.48±0.69）分]，差异均有统计学意义（P＜0.05）；观察组专科技能合格率（84.78%）高于对照组（63.04%），差异有统计学意义（P＜0.05）。结论 及时教学法在ICU的临床护理带教中具有较好的应用效果，能够有效提升护生的学习效率与自主学习能力，进而提高学习成绩与专科技能合格率，且护生满意度更高。

Abstract

Objective: To explore the application effect of timely teaching method in clinical nursing teaching in intensive care unit (ICU).
Methods: nursing students who practiced in ICU of our hospital from October 2019 to June 2021 were selected as the research object. According to different nursing teaching methods, 92 nursing students were divided into two groups, 46 in each group. The control group was taught by traditional ICU clinical teaching method, and the observation group was taught by timely teaching method. Both groups continued teaching for 6 weeks. The learning efficiency, autonomous learning ability, academic achievement, qualification rate of specialized skills and satisfaction of the two groups were compared.
Results: the learning efficiency of the observation group was better than that of the control group (P < 0.05); The self-management ability [(84.86 ± 6.19) points], learning cooperation ability [(80.17 ± 4.92) points], learning motivation [(83.45 ± 5.82) points] and comprehensive score [(83.05 ± 4.82) points] in the observation group were significantly higher than those in the control group [(76.72 ± 5.85), (72.57 ± 4.49), (75.39 ± 4.60), (75.11 ± 4.13) points] (P < 0.05); The scores of theoretical knowledge [(90.11 ± 5.60) points], operational skills [(82.86 ± 5.15) points] and comprehensive scores [(85.92 ± 5.34) points] in the observation group were higher than those in the control group [(79.83 ± 4.65), (75.79 ± 4.43), (76.87 ± 4.45)], and the differences were statistically significant (P < 0.05); The scores of teaching methods [(19.24 ± 0.35) points], professional quality of teachers [(18.82 ± 0.45) points], ability to manage patients [(19.45 ± 0.42) points], safeguarding students' interests [(18.88 ± 0.46) points] and teaching effect [(18.83 ± 0.42) points] in the observation group were higher than those in the control group [(16.25 ± 1.82), (15.65 ± 1.32), (16.62 ± 0.93), (15.59 ± 0.77), (15.48 ± 0.69)], The difference was statistically significant (P < 0.05); The qualified rate of specialized skills in the observation group (84.78%) was higher than that in the control group (63.04%), and the difference was statistically significant (P < 0.05).
Conclusion  : the timely teaching method has a good application effect in the clinical nursing teaching in ICU. It can effectively improve the learning efficiency and autonomous learning ability of nursing students, and then improve the academic achievement and qualification rate of specialized skills, and the satisfaction of nursing students is higher.