Application of Clinical Pathway teaching method on ESRD teaching practice
10.3760/cma.j.issn.1674-2907.2016.07.032
- VernacularTitle:临床路径式带教方法在终末期肾病实习带教中的应用效果
- Author:
Sanmei WU
1
;
Cuinian CHENG
;
Junru LIU
;
Yan LI
;
Qingping PENG
;
Lili HUANG
Author Information
1. 430050 湖北省武汉市第五医院内科
- Keywords:
End stage renal disease;
Nursing intern;
Clinical pathway;
Teaching methods
- From:
Chinese Journal of Modern Nursing
2016;22(7):1004-1006,1007
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the clinical pathway teaching method application effection end-stage renal disease( ESRD) teaching practice. Methods From May 2013 to July 2014, a total of 80 nursing intern students in Nephrology Department, the Fifth Hospital of Wuhan, were divided into observation group (40 cases) and control group (40 cases) according to a random number table method. Conventional teaching method was applied in the control group whereas the observation group used clinical pathway teaching method. Four weeks after the internship,the quality of clinical teaching programs scores, nursing students theoretical knowledge, skills assessment excellent rates and patient satisfaction levels of both groups were compared. Results Statistical analysis of the quality of clinical teaching programs filled by nursing intern students showed that the observation group nursing students in the teachers′ teaching management, teaching attitude, knowledge level and teaching skill level four aspects were higher than those in the control group (P<0. 05). The average total score of the observation group was (91. 3 ± 4. 1) while the control group was (79. 6 ± 3. 2), and the difference was statistically significant (P <0. 01). Nursing students theoretical knowledge and skills excellent rates of the observation group were 55. 0% and 57. 5%, significantly higher than those ofthe control group ( 22. 5%, 17. 5%). Patients in the observation group of nursing students satisfaction rate was 76. 58%, significantly higher than these of the control group which was 51. 89% (P<0. 05). Patients′ nursing students satisfaction rate in the observation group was 76. 58%, higher than that of the control group (51. 90%), and the difference was statistically significant (P <0. 01). Conclusions Clinical pathway teaching method which can promote effective communication between teachers and students, strengthen teacher-student communication, and improve the learning efficiency of nursing intern students is also conducive to nursing intern students′ practice, improve their theoretical knowledge, operation skills, and comprehensive ability. Satisfaction of patients with end-stage renal disease can be improved as well.
