不同教学方法在新护士基础生命支持培训中的效果

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摘要目的比较不同教学方法在新护士基础生命支持（BLS）培训中的效果。方法选取2016年1月～2017年12月昌平区中医医院入职的60名新护士作为研究对象，对照组为2016年1～12月入职的28名新护士，采用传统教学方法培训，观察组为2017年1～12月入职的32名新护士，采用综合教学方法培训，分别于培训前、培训后即刻及培训后3个月进行考核及问卷调查，观察两组新护士培训前、培训后即刻、培训后3个月的理论成绩、操作成绩、考核通过率及两组新护士对培训方法的满意度。结果培训后即刻、培训后3个月，两组护士的理论成绩、操作成绩均高于培训前，差异有统计学意义（P<0.05）；培训后3个月，两组护士的理论成绩、操作成绩均低于培训后即刻，差异有统计学意义（P<0.05）；培训后3个月，两组护士考核通过率与培训后即刻比较，差异无统计学意义（P>0.05）；两组护士培训前、培训后即刻的理论成绩、操作成绩及培训后即刻的考核通过率比较，差异无统计学意义（P>0.05）；培训后3个月，观察组护士的理论成绩、操作成绩、考核通过率均高于对照组，差异有统计学意义（P<0.05）；观察组护士培训的总满意度高于对照组，差异有统计学意义（P<0.05）。结论两种教学方法在新护士基础生命支持培训中短期内都有助于提高护士理论和操作成绩，但综合教学方法对于保持BLS培训的远期效果显著高于传统教学方法，提高护士对教学的满意度，值得进一步推广实施。

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	李亚娟
	郝桂兰

关键词 ：教学方法, 基础生命支持, 新护士, 培训, 效果

Abstract：Objective To compare the effect of different teaching methods in new nurses′basic life support(BLS)training.MethodsFrom January 2016 to December 2017，60 new nurses in Chinese Medicine Hospital of Changping District wereselected asresearch subjects.The28 new nursesof control group were trained by traditional teaching methodsfrom January 2016 to December 2017,while the32 new nursesof observation group were trained by integrated teachingmethod.Assessmentsand questionnairesurveyswereconducted before,immediately after,and 3 monthsafter thetraining.The theoretical performance,operating performance,passing rate,and the satisfaction of the two groups of new nurses on the training methods were contrasted before,immediately after,and 3 months after the training.ResultsImmediately after the training and 3 months after the training,the theoretical and operational scores of the two groups of nurses were higher than those before the training,and the differences were statistically significant(P<0.05).Three months after training,the theoretical and operational performances of both groups of nurses were lower than that immediately after training,and the differences were statistically significant(P<0.05).The difference of passing rate immediately after the training and 3 months after the training was not statistically significant(P>0.05).There was no statistically significant difference between the two groups in the theoretical,operation results,and the passing rate before and immediately after the training (P>0.05).After 3 months of training,the theoretical scores,operating results,and examination pass rates of observation group nurses were higher than those of the control group,and the difference was statistically significant(P<0.05).The satisfaction of the new nurses in observation group was higher than that in the control group,the difference was statistically significant(P<0.05).Conclusion Both of the teaching methods can help to improve nurses′theory and performance level in the short-term and mid-term training of basic life support for new nurses.However,the comprehensive teaching methods have a significantly longer-term effect on maintaining BLStraining effect than traditional teaching methods and more satisfied by the nurses,which is worth further promotion and implementation.

Key words： Teaching methods Basic life support New nurses Training Effect

作者简介: 李亚娟（1974-），女，北京人，本科，研究方向：急救护理及护理管理

引用本文:

李亚娟; 郝桂兰. 不同教学方法在新护士基础生命支持培训中的效果[J]. 中国当代医药, 2018, 25(24): 172-175.
LI Ya-juan; HAO Gui-lan. The effect of different teaching methods on the basic life support training for new nurses. 中国当代医药, 2018, 25(24): 172-175.

链接本文:

http://dangdaiyiyao.com/CN/ 或 http://dangdaiyiyao.com/CN/Y2018/V25/I24/172

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