护生管床责任制在儿科临床护理带教中的应用(1)
摘要：目的 探讨护生分管床位责任制在儿科临床护理带教中的应用效果。方法 将2013年3月～2015年3月在我科实习的护生60名随机分为对照组和试验组各30名，试验组采用护生管床责任制教学模式进行带教，即给护生单独安排3～4张与老师同组的责任床位，在老师指导下，对分管患者实施全程责任制整体护理；对照组实行一对一跟班带教模式，学生和老师的班次相同，学生跟随固定的老师一起管理同样的床位，以老师为主导一起为患儿进行整体护理。结果 试验组护生综合能力考核成绩、患儿家属对护生满意度及带教老师对护生的满意度均高于对照组，两组比较差异有统计学意义(P<0.05)。结论 管床责任制教学模式不仅提高了护生临床综合能力及分析解决问题的能力，还激发了护生的主观能动性，提高了护生适应现代临床护理的能力，同时获得了患儿及家属对护生的信任和满意。
关键词：护生；管床责任制；儿科；护理带教
Abstract：Objective To explore the application effects of the Responsibility System for Nursing Student in charge of bed (RSNSCB) in pediatric clinical nursing teaching . Methods the 60 practice nursing students in our department during March 2013 to March 2015， divided into two groups：control group and experimental group. Experimental group's teaching model is Beds Charge Accountability for Nursing Student， which means students are arranged corresponding beds of teachers to give holistic nursing to sick children； control group are taught in stages， which means teacher-oriented
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one-to-one phased teaching method. In this group， teachers are in the same class with students and one teacher only teaches one student in the whole course mainly experience. Results Experimental group's comprehensive ability evaluation， the satisfaction of nursing students form teacher and children's family were higher than control group. The compare between these two groups has statistically significant (P<0.05). Conclusion RSNSCB not only improved clinical comprehensive ability， analyzing and solving problem skill， but also inspire their initiatives and enhance their adaptive capacity to modern clinical nursing. This teaching method has helped nursing students achieve trust and satisfaction from children and their families.
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Key words：Nursing students；RSNSCB；Pediatric；Nursing teaching
临床实习是护生获得从事所需专业技能态度和行为的重要途径，也是从护生向护士角色转化的过程[1]。但儿科工作对象特殊，因家长过分保护和疼爱患儿，对护生不信任，不给护生实习操作的机会，为带教增加了难度。为了让护生学到更多的知识，掌握更多的技能，同时提高我科的教学质量，近年来，我们在带教中不断总结摸索经验和实践，现将2013年 3月～2015年 3月在我科实习的护生采用参与管床责任制整体护理教学模式进行临床带教，取得了良好效果，报告如下：
1 资料与方法
1.1一般资料 选取2013年3月～2015年 3月在我科实习的护生60名为研究对象，随机分为试验组、对照组各30名。试验组中女29名，男1名；大专14名，本科16名；平均年龄(22.16±1.58)岁。对照组中女29名，男1名；大专18名，本科12名；平均年龄(21.77±1.95)岁。两组护生的性别、年龄、学历、理论操作成绩比较差异无统计学意义，在耳鼻喉科实习时间均为5 w，具有可比性。
1.2方法
1.2.1试验组 采用护生管床责任制教学模式进行带教。给護生分管3～4张与同组带教老师相应的责任床位。护生在老师指导下，以患者为中心，对分管患者实施全程责任制整体护理：入院宣教、认真观察病情动态变化、执行各项治疗、了解阳性指标及治疗方案、掌握使用的药物及注意事项、落实护理措施、进行心理护理、饮食指导、出院宣教等。
1.2.2对照组 实行一对一跟班带教模式，学生和老师的班次相同，学生跟随固定的老师一起管理同样的床位，以老师为主导一起为患儿进行整体护理。, http://www.100md.com(陈绩 连瑶)
关键词：护生；管床责任制；儿科；护理带教
Abstract：Objective To explore the application effects of the Responsibility System for Nursing Student in charge of bed (RSNSCB) in pediatric clinical nursing teaching . Methods the 60 practice nursing students in our department during March 2013 to March 2015， divided into two groups：control group and experimental group. Experimental group's teaching model is Beds Charge Accountability for Nursing Student， which means students are arranged corresponding beds of teachers to give holistic nursing to sick children； control group are taught in stages， which means teacher-oriented
, http://www.100md.com
one-to-one phased teaching method. In this group， teachers are in the same class with students and one teacher only teaches one student in the whole course mainly experience. Results Experimental group's comprehensive ability evaluation， the satisfaction of nursing students form teacher and children's family were higher than control group. The compare between these two groups has statistically significant (P<0.05). Conclusion RSNSCB not only improved clinical comprehensive ability， analyzing and solving problem skill， but also inspire their initiatives and enhance their adaptive capacity to modern clinical nursing. This teaching method has helped nursing students achieve trust and satisfaction from children and their families.
, http://www.100md.com
Key words：Nursing students；RSNSCB；Pediatric；Nursing teaching
临床实习是护生获得从事所需专业技能态度和行为的重要途径，也是从护生向护士角色转化的过程[1]。但儿科工作对象特殊，因家长过分保护和疼爱患儿，对护生不信任，不给护生实习操作的机会，为带教增加了难度。为了让护生学到更多的知识，掌握更多的技能，同时提高我科的教学质量，近年来，我们在带教中不断总结摸索经验和实践，现将2013年 3月～2015年 3月在我科实习的护生采用参与管床责任制整体护理教学模式进行临床带教，取得了良好效果，报告如下：
1 资料与方法
1.1一般资料 选取2013年3月～2015年 3月在我科实习的护生60名为研究对象，随机分为试验组、对照组各30名。试验组中女29名，男1名；大专14名，本科16名；平均年龄(22.16±1.58)岁。对照组中女29名，男1名；大专18名，本科12名；平均年龄(21.77±1.95)岁。两组护生的性别、年龄、学历、理论操作成绩比较差异无统计学意义，在耳鼻喉科实习时间均为5 w，具有可比性。
1.2方法
1.2.1试验组 采用护生管床责任制教学模式进行带教。给護生分管3～4张与同组带教老师相应的责任床位。护生在老师指导下，以患者为中心，对分管患者实施全程责任制整体护理：入院宣教、认真观察病情动态变化、执行各项治疗、了解阳性指标及治疗方案、掌握使用的药物及注意事项、落实护理措施、进行心理护理、饮食指导、出院宣教等。
1.2.2对照组 实行一对一跟班带教模式，学生和老师的班次相同，学生跟随固定的老师一起管理同样的床位，以老师为主导一起为患儿进行整体护理。, http://www.100md.com(陈绩 连瑶)