护理实验室智慧管理平台的建设和应用

doi:10.3761/j.issn.1672-9234.2022.04.005

摘要/Abstract

摘要：

目的构建护理实验室智慧管理平台并探讨其应用效果。方法构建护理实验室智慧管理平台,主要包含预约、训练、教学、评价4个模块,并对我校2018级护理专业学生开放使用。比较使用智慧管理平台的2018级332名学生（试验组）与使用传统护理实验室管理方式的2017级363名学生（对照组）人均训练时长、人均训练次数、操作考核成绩、自我导向学习能力。结果试验组人均训练时长（116.99±15.41） h、人均训练次数（233.98±27.74）、操作考核成绩（87.29±4.14）、自我导向学习能力得分（234.87±19.38）,与对照组（32.08±9.85,64.17±11.95,81.16±5.70,219.89±14.35）比较,差异有统计学意义（t=85.683、103.135、16.325、11.500,P<0.001）。结论护理实验室智慧管理平台可有效提高学生操作考核成绩,促进学生自我导向学习能力的提升。

关键词: 实验室, 管理信息系统, 教育,护理

Abstract:

Objective To construct a smart management platform in the nursing laboratory and to examine the application effects of the platform. Methods The nursing laboratory smart management platform was constructed,including four modules：reservation,training,teaching and evaluation. The platform was opened to undergraduates of grade 2018 in a university. The duration of training,times of training,skills performance and self-directed learning ability of 332 students in grade 2018（experimental group） who used the smart management platform were compared with those of 363 students in grade 2017（control group） who used the traditional nursing laboratory management system. Results For students in the experimental group, the average training duration were 116.99±15.41 hours, the average training times were 233.98±27.74, the mean skill performance score was 87.29±4.14,and the self-directed learning ability score was 234.87±19.38. All these above mentioned scores were significantly higher than those of students in the control group（32.08±9.85,64.17±11.95,81.16±5.70,and 219.89±14.35,respectively;all P<0.001). Conclusion The smart management platform for the nursing laboratory can improve students’ performance in skills assessment and promote students’ self-directed learning ability.

Key words: Laboratories, Management Information Systems, Education,Nursing

梁艳,程丽琼. 护理实验室智慧管理平台的建设和应用[J]. 中华护理教育, 2022, 19(4): 314-317.

LIANG Yan,CHENG Li-qiong. Construction and application of a smart management platform for the nursing laboratory[J]. Chinese Journal of Nursing Education, 2022, 19(4): 314-317.

图/表 3

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