Application of "whole-jobs" double tutorial system in clinical nursing teaching
10.3760/cma.j.issn.1674-2907.2017.16.023
- VernacularTitle:"全程-岗位"双导师制在临床护理带教中的应用
- Author:
Junyi GUO
1
;
Leting HUANG
;
Yisu WANG
;
Aixia WANG
Author Information
1. 温州医科大学附属第二医院神经内科
- Keywords:
Double tutorial;
Nursing student;
Teaching;
Whole-jobs
- From:
Chinese Journal of Modern Nursing
2017;23(16):2171-2174
- CountryChina
- Language:Chinese
-
Abstract:
Objective To analyze the effects of "whole-jobs" double tutorial system in clinical nursing teaching.Methods A total of 120 nursing students in the Second Affiliated Hospital of Wenzhou Medical University from 2013 to 2015 were randomly divided into the experimental group and control group with 60 cases respectively. Control group used the traditional "jobs" teacher teaching mode, while the experimental group adopted "whole-jobs" double tutorial system teaching mode. Clinical comprehensive ability and the nursing students' evaluation of the teaching mode were compared between two groups.Results After the practice, the score of the clinical comprehensive ability of the nursing students in the experimental group was (87.54±2.09), while the score in the control group was (73.89±2.15). There was statistically significant difference between two groups (t=1.781,P<0.05). The satisfaction rates of nurses to the clinical "whole-jobs" were 96.7% in the experimental group and 90.0% in the control group, with statistically significant difference between two groups (χ2=6.287,P<0.05).Conclusions The "whole-jobs" double tutorial system has significant teaching effects, with a high satisfaction of nursing students to the clinical teaching method, thus it can be promoted in clinical teaching of nursing students.
