目标管理引导多模式教学在肿瘤科规培护生带教中的应用研究

目的 探讨目标管理引导多模式教学在规培护生带教中的应用效果。方法 采用整群抽样法将2019年4月至2020年4月某三甲医院肿瘤内科39名规培护生作为对照组，采用常规带教；2020年6月至2021年6月肿瘤内科40名规培护生作为试验组，应用目标管理引导多模式教学。研究两组理论及操作考核成绩、教学满意度、评判性思维能力及护患沟通能力的差异。应用SPSS 20.0进行t检验和卡方检验。结果 试验组理论考试（86.17±3.74）vs.（83.92±4.93）]及操作考核成绩（92.83±2.19）vs.（90.74±3.52）] 均高于对照组，差异均有统计学意义（P<0.05）。试验组教学满意度高于对照组（46.10±2.96）vs.（42.67±2.45）]，差异有统计学意义（P<0.05）。评判性思维方面，求知欲和分析能力方面差异有统计学意义（P<0.05）；护患沟通能力方面，除收集信息差异无统计学意义外，其余差异均有统计学意义（P<0.05）。结论 目标管理引导多模式教学可提高规培护生理论及操作技能能力、护患沟通能力及教学满意度。

Application research on multi-mode teaching guided by objective management in the standardized training of nursing students in the department of oncology

Objective To explore the application effect of multi-mode teaching guided by objective management in the standardized training of nursing students.Methods A total of 39 standardized training nursing students from April 2019 to April 2020 in the department of oncology of a tertiary hospital were selected as the control group by cluster sampling method and they received traditional teaching; 40 standardized nursing students in the department of oncology from June 2020 to June 2021 were selected as the experimental group and the group adopted multi-mode teaching guided by objective management. The differences of theoretical and operational assessment scores, teaching satisfaction, critical thinking ability and nurse-patient communication ability between the two groups were studied. SPSS 20.0 was used for t-test and Chi-square test.Results The scores of theoretical assessment (86.17±3.74) vs. (83.92±4.93)] and operational assessment (92.83±2.19) vs. (90.74±3.52)] in the experimental group were higher than those in the control group, and the differences were statistically significant (P<0.05). The teaching satisfaction of the experimental group was higher than that of the control group (46.10±2.96) vs. (42.67±2.45)], and the difference was statistically significant (P<0.05). There were statistically significant differences in critical thinking, intellectual curiosity and analytical skills (P<0.05). In terms of nurse-patient communication ability, except that there was no difference in collecting information, the rest were statistically significant(P<0.05).Conclusion Multi-mode teaching guided by objective management can improve the theoretical and operational ability of nurses, nurse-patient communication ability, and teaching satisfaction.