藏区“9+3”护生带教模式的研究

目的 研究个体化“一对一”带教模式在藏区“9+3”护生临床带教中的应用效果。方法 将我院2016年接收的藏区“9+3”护生32名作为对照组，实施常规的“一对一”临床教学模式；将我院2017年接收藏区“9+3”护生35名作为观察组，实施个体化“一对一”临床教学模式，比较两组藏护生的理论、技能考试成绩及对带教老师的满意度。结果 观察组藏护生的理论、技能考试成绩均高于对照组，差异有统计学意义（P＜0.05）；观察组对带教老师满意度为97.14%，优于对照组的87.50%，差异有统计学意义（P＜0.05）。结论 藏区“9+3”护生临床带教中采用个体化“一对一”带教模式利于提高藏护生理论、技能考试成绩及对带教老师的满意度。

Study on the"9+3"Nursing Teaching Model in Tibetan Areas

Objective To study the application effect of individualized "one-on-one" teaching mode in the clinical teaching of "9+3" nursing students in Tibetan areas. Methods A total of 32 "9+3" nursing students in the Tibetan area received by our hospital in 2016 were used as the control group to implement the regular "one-on-one" clinical teaching mode; the hospital received "9+3" nursing students in Tibetan areas in 2017. For the 35 observation groups, the individualized "one-on-one" clinical teaching model was implemented, and the theoretical and skill test scores of the two groups of nursing students and the satisfaction with the teaching teachers were compared. Results The scores of the theoretical and technical examinations of the nursing students were higher than those of the control group,the difference was statistically significant (P<0.05). The satisfaction of the observation group was 97.14%, which was better than the control group's 87.50%,the difference was statistically significant(P<0.05). Conclusion The use of individualized "one-on-one" teaching mode in the "9+3" nursing students in Tibetan areas is conducive to improving the theoretical and skill test scores of Tibetan nursing students and their satisfaction with teaching teachers.