标准化病人结合引导性反馈在高职护理人文修养教学中的应用

doi:10.3761/j.issn.1672-9234.2021.04.007

摘要/Abstract

摘要：

目的探讨标准化病人结合引导性反馈的模拟教学在高职生护理人文课程教学中的应用效果。方法选取2019级118名护理高职生为试验组,采用标准化病人结合引导性反馈的模拟教学;2018级125名护理高职生为对照组,采用常规教学法。课程结束后,比较两组理论、实训考核成绩,调查试验组对教学的满意度。结果试验组理论、实训考核成绩均高于对照组,差异有统计学意义（P<0.05）。试验组对护理人文课程中应用标准化病人结合引导性反馈的模拟教学效果评价较好,没有人选择“不赞同”及“非常不赞同”。结论在高职护理人文课程中应用标准化病人结合引导性反馈的模拟教学,有助于提高护理高职生的理论、实训考核成绩,教学效果满意度较高,有利于培养高职生的护理人文综合素养。

关键词: 教育, 护理, 病人模拟, 引导性反馈

Abstract:

Objective To explore the effects of standardized patients（SP） combined with debriefing in nursing humanities course. Methods A total of 118 higher vocational students in Grade 2019 were recruited and assigned to the interventional group in which SP and debriefing simulation was used. Another 125 higher vocational students in Grade 2018 were assigned to the control group in which traditional teaching method was used. After the course,the theory and practice were compared between the two groups and a questionnaire was used for the students of interventional group. Results The theoretical and practical training scores of students in the interventional group were significantly higher than those of the control group（P<0.05）. Students in the interventional group were satisfied with the teaching method of SP combined with debriefing,and no one chooses to disagree. Conclusion The use of SP combined with debriefing in nursing humanities course can enhance students’ examination performance and their satisfaction level,which is beneficial to cultivate students’ humanistic quality.

Key words: Education, Nursing, Patient Simulation, Debriefing

柯盈盈,陈燕璇,周小冰. 标准化病人结合引导性反馈在高职护理人文修养教学中的应用[J]. 中华护理教育, 2021, 18(4): 324-328.

KE Ying-ying,CHEN Yan-xuan,ZHOU Xiao-bing. The effects of standardized patients and debriefing in nursing humanities course[J]. Chinese Journal of Nursing Education, 2021, 18(4): 324-328.

图/表 3

参考文献 20

[1]	Li T, Petrini MA, Stone TE. Baccalaureate nursing students’ perspectives of peer tutoring in simulation laboratory,a Q methodology study[J]. Nurse Educ Today, 2018,61:235-241.
[2]	凌陶, 金瑞华, 王金玄. 情境模拟教学法在护理本科生综合实训中的应用研究[J]. 中华护理教育, 2018,15(9):655-660.
	Ling T, Jin RH, Wang JX. Application of situational simulation in comprehensive training for nursing undergraduates[J]. Chin J Nurs Educ, 2018,15(9):655-660.
[3]	郭杰敏, 林芳, 王晓, 等. 基于标准化病人的情境模拟教学对本科护生非技术性技能的影响[J]. 护理学报, 2019,26(16):9-12.
	Guo JM, Lin F, Wang X, et al. Influence of simulation-based teaching based on standardized patients on non-technical skills of nursing undergraduates[J]. J Nurs(China), 2019,26(16):9-12.
[4]	绳宇, 姚秀钰, 徐晓华. 标准化病人在护理教育中应用的思考[J]. 中华护理教育, 2017,14(2):150-153.
	Sheng Y, Yao XY, Xu XH. The thinking on the application of standardized patients in nursing education[J]. Chin J Nurs Educ, 2017,14(2):150-153.
[5]	金华, 成涛. 学生标准化病人应用于人文护理课程教学的效果分析[J]. 重庆医学, 2018,47(8):1137-1140.
	Jin H, Cheng T. Analysis of the effect of applying student standardized patients to the teaching of humanistic nursing courses[J]. Chongqing Med J, 2018,47(8):1137-1140.
[6]	潘华, 冷长瑜, 李葆存, 等. 应用标准化病人培养高职护生健康教育和人文素养的效果分析[J]. 齐鲁护理杂志, 2019,25(17):131-133.
	Pan H, Leng CY, Li BC, et al. Analysis of the effect of using standardized patients to cultivate health education and humanistic quality of vocational nursing students[J]. J Qilu Nurs, 2019,25(17):131-133.
[7]	谭佳慧, 李红玉. 健康中国背景下护理人文课程开设现状分析与建议[J]. 护士进修杂志, 2019,34(14):1283-1286.
	Tan JH, Li HY. Analysis on the current situation and countermeasures of humanistic nursing courses in China under the background of health education[J]. J Nurses Train, 2019,34(14):1283-1286.
[8]	INACSL Standards Committee. INACSL standards of best practice：Simulation^SM simulation glossary[J]. Clin Simul Nurs, 2016,12:S39-S47.
[9]	Gardner R. Introduction to debriefing[J]. Semin Perinatol, 2013,37(3):166-174.
[10]	陈适, 朱慧娟, 陈未, 等. 标准化病人规范化培训流程[J]. 协和医学杂志, 2014,5(2):225-227.
	Chen S, Zhu HJ, Chen W, et al. The training process of standardized patient[J]. Medical Journal of Peking Union Medical College Hospital, 2014,5(2):225-227.
[11]	杨冰香, 黄润, 徐爱京, 等. 模拟教学引导性反馈的标准和策略[J]. 中华护理教育, 2020,17(1):18-23.
	Yang BX, Huang R, Xu AJ, et al. Standards and strategies of debriefing in simulation[J]. Chin J Nurs Educ, 2020,17(1):18-23.
[12]	Kolb DA. Experiential learning:experience as the source of learning and development[M]. 2nd ed. New York:Pearson Education, 2015.
[13]	Fanning RM, Gaba DM. The role of debriefing in simulation-based learning[J]. Simul Healthc, 2007,2(2):115-125.
[14]	NLN Simulation Innovation Resource Center. SIRC courses:debriefing foundations[EB/OL].[2019-06-01]. http://sirc.nln.org/mod/page/view.php?id=842.
[15]	Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning[J]. Educ Res, 1989,18(1):32-42.
[16]	孙自红, 苏会港, 刘桂阳, 等. 标准化病人结合反馈性任务报告在助产学模拟教学的应用[J]. 护理学杂志, 2019,34(23):8-11.
	Sun ZH, Su HG, Liu GY, et al. Application of standardized patient and debriefing in midwifery simulation teaching[J]. J Nurs Sci, 2019,34(23):8-11.
[17]	方雅璇. 护理教育中引导性反馈方法的研究进展[J]. 解放军护理杂志, 2018,35(20):46-49.
	Fang YX. Research progress of debriefing in nursing education[J]. Nurs J Chin PLA, 2018,35(20):46-49.
[18]	姚凯, 唐莎, 周广臣. 标准化病人对医学生人文关怀能力评估的研究[J]. 医学与哲学, 2019,40(11):48-49,74.
	Yao K, Tang S, Zhou GC. Research on the evaluation of humanistic care ability of medical students with standardized patient[J]. Medicine & Philosophy(A), 2019,40(11):48-49,74.
[19]	肖树芹, 王艳玲, 冯新玮. 结构化引导性反馈在高仿真情景模拟护理教学中的应用[J]. 中华现代护理杂志, 2020,26(9):1247-1250.
	Xiao SQ, Wang YL, Feng XW. Effects of structured instructive feedback in nursing teaching with high-fidelity scenario simulation[J]. Chin J Mod Nurs, 2020,26(9):1247-1250.
[20]	周诗雪, 姜兆权. 护理专业学生人文素养培养存在的问题及发展路径研究[J]. 锦州医科大学学报:社会科学版, 2019,17(6):63-65.
	Zhou SX, Jiang ZQ. Study on the existing problems and development path of humanistic literacy cultivation of nursing students[J]. Journal of Jinzhou Medical University(Social Science Edition), 2019,17(6):63-65.