护理本科生实习后基础护理技能操作成绩的影响因素研究

发布时间：2018-02-08 19:04

本文关键词： 护理本科临床实习基础护理技能操作影响因素　出处：《山西医科大学》2017年硕士论文　论文类型：学位论文

【摘要】：目的:探讨本科护生实习后基护技能操作考核成绩的影响因素,为护理本科生基础护理技能的教学改革提供依据。方法:本研究共分为四个部分1护理本科生实习后基护技能操作成绩影响因素的质性研究运用现象学的研究方法,对18名实习结束,且参加了实习后的基础护理技能操作的本科护生进行深入访谈,收集影响护理本科生实习后基础护理技能操作成绩的因素,采取Colaizzi七步分析法对访谈资料进行分析。2护理本科生实习后基础护理技能操作成绩影响因素的调查问卷研制依据国内外文献回顾、质性研究和课题组讨论,制订调查问卷初稿,通过专家咨询和预调查,形成“护理本科生实习后基础护理技能操作成绩影响因素的调查问卷”。3 17项基础护理技能操作项目的难度系数评定在已有的“护理操作技术难度评价体系”的基础上设计调查问卷,选择100名护理专家或骨干进行调查,对我校考核的17项基础护理技能操作项目进行难度评定。4护理本科生实习后基础护理技能操作成绩影响因素的调查研究采用目的抽样的方法,抽取参与了实习后基护技能操作考核的本科护生进行问卷调查,通过统计分析,探讨护理本科生实习后基础护理技能操作考核成绩的影响因素,为护理教育质量的提高,提供理论依据。结果:1质性研究通过对18名本科护生的半结构访谈,分析影响本科护生实习后基础护理技能操作考核成绩的因素,归纳出六大主题:(1)护生个人因素;(2)实习医院因素;(3)实习科室轮转因素;(4)临床带教老师因素;(5)考核操作项目学校教学和临床实践的差异因素;(6)考核操作项目临床培训、实践和考核因素。2问卷研制本研究自制了护理本科生实习后基础护理技能操作成绩影响因素的调查问卷,共30个条目,问卷内容效度为0.978。3难度系数的评定17项基护技能操作项目的难度系数分别为:吸痰术1.37、女性患者导尿术1.33、密闭式静脉输液1.21、皮内注射1.21、心肺复苏术1.34、铺麻醉床0.97、生命体征测量0.94、简易呼吸器和吸氧1.19、肌内注射术1.08、大量不保留灌肠1.23、鼻饲术1.29、口腔护理1.19、卧位患者更换床单位法1.02、密闭式静脉输血1.36、男性患者导尿术1.36、无菌技术操作1.26、穿脱使用过的隔离衣1.12。4调查研究发放问卷591份,回收有效问卷576份,有效回收率为97.46%。576名护生的实习后基础护理技能操作成绩为54.61-130.71(96.73±15.15)分,实习后护生间基护技能操作考核成绩差异大。经过单因素分析和有序logistic回归分析,实习前基护技能操作考核成绩、实习时间、考核项目学校教学和临床实践用物和流程差异程度、考核项目示教规范程度、临床带教老师指导频次对护理本科生实习后基护技能操作的成绩有影响(p0.05,p0.01)。结论:1质性研究影响本科护生实习后基础护理技能操作考核成绩的因素:(1)护生个人因素;(2)实习医院因素;(3)实习科室轮转因素;(4)临床带教老师因素;(5)考核操作项目学校教学和临床实践的差异因素;(6)考核操作项目临床培训、实践和考核因素。2问卷研制本研究自制的护理本科生实习后基础护理技能操作成绩影响因素的调查问卷,内容效度好,适用于调查护生的基护技能操作考核成绩影响因素。3难度系数的评定本研究评定的17项基护技能操作项目的难度系数,适用于本研究,能够确保考核分数的公平性和研究结果的可靠性。4调查研究实习后护生间基护技能操作考核成绩差异大。护理本科生实习前基护技能操作考核成绩越好,则实习后成绩越好;考核项目学校教学和临床实践用物和流程差异程度越高,则实习后基护技能操作考核成绩越低;考核项目临床带教护士示教规范程度越高、实践指导越频繁,则实习后基护技能操作考核成绩越高;护生实习时间越长,则实习后基础护理技能操作成绩越好。建议重视护生实习前的基护技能操作教学和考核;学校和临床实践教学定期交流,革新操作用物和流程,缩小两者差异;选拔和培训临床带教老师,提高带教质量;建立护生基础护理技能操作学习档案,提高教学效率,实现学校和临床实践教学的有效衔接。
[Abstract]:Objective: To explore the influence factors of undergraduate nursing students after basic nursing skills assessment results, provide the basis for the teaching reform of nursing skills of nursing undergraduate foundation. Methods: This study is divided into four parts research methods for the practice of nursing undergraduate nursing after 1 skill scores influence factors using qualitative research of phenomenology, the end the 18 student, and participated in the practice of fundamental nursing skills of undergraduate nursing students conducted in-depth interviews, factors of the impact of nursing students after practice to collect basic nursing skills grades, take the Colaizzi seven step method for the analysis of interview data of.2 practice of undergraduate nursing students after the influence of basic nursing skill score questionnaire development factors on the basis of literature review, qualitative research and group discussion, to formulate the first draft questionnaire, through expert consultation and pre survey, the formation of "nursing undergraduate Students after the practice of fundamental nursing skills influencing factors questionnaire ".3 17 basic nursing skills assessment in the operation of the project is to have a" nursing operation difficulty evaluation system on the basis of the design of the questionnaire, select 100 nursing experts or backbone for investigation, influence of basic nursing skill score factors the purpose of using sampling method, practice difficulty evaluation of undergraduate nursing students after.4 17 basic nursing skills project of our school examination, participated in basic nursing practice after extraction skills assessment of undergraduate nursing students conducted a questionnaire survey, through statistical analysis, to explore the influence factors of nursing undergraduates after basic nursing skills assessment results. To improve the quality of nursing education, and provide a theoretical basis. Results: 1 qualitative research interviews with semi-structured 18 undergraduate nursing students, analysis Influence factors of students after the basic nursing skills assessment scores of undergraduate nursing, summed up the six themes: (1) the personal factors of nursing students; (2) teaching hospital factors; (3) the practice department rotation factors; (4) the teacher factors of clinical teaching; (5) differences in the factors of school teaching and assessment of project operation clinical practice; (6) the operation of the project assessment of clinical training, practice and evaluation factors of.2 questionnaire developed in this study made a questionnaire of basic nursing skill score factors of nursing undergraduate internship, a total of 30 items, the contents of the questionnaire validity evaluation difficulty coefficient 0.978.3 difficulty coefficient 17 basic nursing skills in the operation of the project respectively. For suctioning 1.37, 1.33 female patients with catheterization, closed intravenous infusion of 1.21, intradermal injection 1.21, CPR 1.34, Pu anesthesia bed 0.97, vital signs were measured in 0.94 and 1.19, simple breathing oxygen, intramuscular injection of 1.08, a lot of Retention enema 1.23, nasal surgery 1.29, 1.19 patients with oral care, supine replacement bed unit 1.02, closed intravenous transfusion of 1.36 male patients with urethral catheterization, 1.36, aseptic operation 1.26, wear gowns used 1.12.4 survey of 591 questionnaires, 576 valid questionnaires recovered, the effective recovery rate was 97.46%.576 nursing students after the practice of fundamental nursing skills score of 54.61-130.71 (96.73 + 15.15), after the practice of nursing students between basic nursing skills assessment results of operations. The difference by univariate analysis and ordinal logistic regression analysis, before the practice of basic nursing skills assessment results, practice time, and the difference degree assessment process project teaching and clinical practice, assessment of project teaching norms of the degree of influence the clinical teachers frequency on clinical practice of undergraduate nursing students in basic nursing skills after grades (P0.05, P0.01). Conclusion: 1 qualitative research. Factors affecting undergraduate nursing students after basic nursing skills assessment results: (1) the personal factors of nursing students; (2) teaching hospital factors; (3) the practice department rotation factors; (4) the teacher factors of clinical teaching; (5) the operation project of school teaching and clinical practice (the difference of factors; 6) the operation of the project assessment of clinical training, questionnaire of influence of basic nursing skill score factors of practice and assessment factors.2 the research development of self-made questionnaire of undergraduate nursing students, the content validity is good, suitable for the investigation of nursing students affect the basic nursing skills assessment evaluation factors.3 difficulty coefficient of this study assessed 17 groups nursing skills in the operation of the project is suitable for this study, factor, investigation of the.4 to ensure the reliability of the assessment scores of fairness and the results after the practice of nursing students between basic nursing skills assessment results. The difference of undergraduate nursing students before practice Basic nursing skills assessment results is better, after the practice performance assessment project; school teaching and clinical practice and process the difference degree is higher, then after the practice of basic nursing skills assessment scores lower; project appraisal of clinical nurse teaching norms of higher level, practice more frequently, then after the practice base nursing skills assessment results of higher nursing students; the longer it after the practice of fundamental nursing skills better. We should pay attention to practice the basic nursing skills teaching and assessment of nursing students; clinical practice teaching school and regular communication with material and process innovation operation, reduce the difference between the teacher and the selection; the clinical training, improve the quality of teaching; the establishment of nursing students of fundamental nursing skills learning files, improve teaching efficiency, to achieve effective convergence of school and teaching in clinical practice.

【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.4;R47-4

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