目的探讨以临床观察(observation,O)-理论学习(teaching,T)-案例讨论(discussion,D)为中心循序渐进推进的教学模式(OTD教学模式)在手术室实习护士带教过程中的实施效果。方法选取2021年2月—2022年1月在本院手术室实习的114名护士作为研究对象,按照实习护士入科时间分为对照组与研究组,每组57例。对照组采取手术室常规教学模式进行护理带教,研究组在对照组基础上采取OTD教学模式进行护理带教,比较干预前后两组实习护士自我导向学习能力[采用自我导向学习评定量表(self-rating scale for self-directed learning,SRSSDL)总分予以评价]、出科考核成绩(理论成绩、操作成绩)及教学满意度。结果干预前,两组SRSSD总分差异无统计学意义(P>0.05);干预后,两组SRSSD总分均高于干预前,且研究组SRSSD总分高于对照组(P<0.05)。干预后,与对照组相比,研究组出科考核理论成绩、操作成绩偏高(P<0.05)。干预后,与对照组相比,研究组出科时教学满意度偏高(P<0.05)。结论对手术室实习护士采取OTD教学模式进行干预,可有效提升手术室实习护士自我导向学习能力、出科考试成绩、实习护士教学满意度。
目的:探讨基于互联网+师徒制的教学模式在手术室实习护士中的应用效果。方法:采用方便抽样的方法,选取2023年1月~6月进入手术室的96名实习护士作为对照组,选取2023年7月~12月首次进入手术室的107名实习护士作为试验组。对照组实施常规培训模式,试验组实施基于互联网+师徒制的教学模式。比较两组实习护士入科理论考核成绩、临床操作考核成绩、临床表现、满意度。结果:试验组理论考核成绩为(86.57 ± 8.73)分,临床操作考核成绩为(94.52 ± 5.10)分,临床表现得分为(96.34 ± 4.13)分,均高于对照组的入科理论考核成绩为(78.69 ± 13.28)分,临床操作考核成绩为(88.41 ± 8.66)分,临床表现得分为(90.27 ± 5.58)分,差异均有统计学意义(P Objective: To explore the application effect of Internet+ mentorship teaching mode in operating room practice nurses. Methods: Using convenient sampling method, 96 practice nurses who entered the operating room from January to June 2023 were selected as the control group, and 107 practice nurses who entered the operating room for the first time from July to December 2023 were selected as the experimental group. The control group implemented the conventional training mode, and the experimental group implemented the teaching mode based on Internet+ mentorship. The results of theoretical examination, clinical operation examination, clinical performance and satisfaction were compared between the two groups. Results: The scores of the experimental group were (86.57 ± 8.73) points in theoretical assessment, (94.52 ± 5.10) points in clinical operation and (96.34 ± 4.13) points in clinical performance, which were higher than those of the control group, whose score of theoretical assessment was (78.69 ± 13.28) points, the score of clinical operation was (88.41 ± 8.66) points, and the score of clinical performance was (90.27 ± 5.58) points, the differences were statistically significant (P < 0.05). Conclusion: The teachi
