护理教学质量双向反馈表在临床带教中的应用与效果分析

符雅惠，王朝蓉*

（陕西中医药大学第二附属医院，陕西 咸阳，712000）

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摘要：

目的 探究护理教学质量双向反馈表在临床带教中的应用与效果。方法 以来我院实习的200 名护生（2014 年12 月20 日至2016 年12 月20 日）作为本次研究的观察对象，使用随机数字表法把所有护生分成两组。对照组100 名护生应用传统 方法进行临床带教，观察组100 名护生应用护理教学质量双向反馈表进行临床带教，研究对比两组护生的考试成绩以及对 护理教学质量的满意度。结果 与对照组相比，观察组护生的理论知识、护理技能操作及应急考核成绩得分明显更高（P<0.05）。与对照组相比，观察组护生对带教老师职业素质、带教意识、教学态度、教学能力及教学方式的评分明显更高（P<0.05）。 结论 在临床带教中应用护理教学质量双向反馈表切实可行，有助于提升教学效果，学生的理论知识及护理技能操作、应急考核成绩得到显著提升，且对老师的教学满意度更高。

关键词：护理教学质量；双向反馈表；临床带教

中图分类号：R47文献标志码：A文章编号：2096-1413(2018)03-0197-02

Application and effect analysis of bi-directional feedback form of nursing teaching quality in clinical teaching
FU Ya-hui, WANG Chao-rong*
(the Second Affiliated Hospital of Shaanxi University of Chinese Medicine, Xianyang 712000, China)

ABSTRACT: Objective To explore the application effect of bi-directional feedback form of nursing teaching quality in clinical teaching. Methods A total of 200 nursing students in our hospital (from December 20, 2014 to December 20, 2016) were selected as the study objects of this study, and were grouped into two groups using the random number table method. The 100 nursing students in the control group were given traditional teaching method, while the 100 nursing students in the observation group received bi -directional feedback form of nursing teaching quality. The test scores and satisfaction of nursing teaching quality in the two groups were compared. Results Compared with the control group, the theoretical knowledge, nursing skills and emergency examination scores in the observation group were significantly higher (P<0.05). Compared with the control group, the professional quality, teaching awareness, teaching attitude, teaching ability and teaching methods scores to the teachers in the observation group were significantly higher (P<0.05). Conclusion It is feasible to apply the bi-directional feedback form of nursing teaching quality in clinical teaching, which can help to improve the teaching effect, and the students`` theoretical knowledge, nursing skills and emergency examination score can be improved obviously, and the satisfaction of nursing teaching quality to the teachers is high.
KEYWORDS: nursing teaching quality; bi-directional feedback form; clinical teaching

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