Application of clinical nursing teaching model based on Mini-Clinical Evaluation Exercise in teaching rounds of nursing students
10.3760/cma.j.issn.1672-7088.2019.27.015
- VernacularTitle: 基于迷你临床演练评估量表的临床护理教学模式在护生教学查房中的应用
- Author:
Jiuling SHENG
1
;
Dongmei XIE
2
;
Yuyan CHEN
3
;
Rengui WANG
4
Author Information
1. Department of Clinical Psychology, Chongqing Eleventh People′s Hospital, Chongqing 400016, China
2. Outpatient Department, Chongqing Eleventh People′s Hospital, Chongqing 400021, China
3. Chongqing Prison Central Hospital, Chongqing 400021, China
4. Wang Rengui Clinic in Chongqing, Chongqing 400021, China
- Publication Type:Clinical Trail
- Keywords:
Mini clinical exercise;
Student nurse;
Teaching ward round;
Intervention effect
- From:
Chinese Journal of Practical Nursing
2019;35(27):2152-2156
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching.
Methods:A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′practice, Mini-CEX and autonomous learning ability of the two groups were compared and analyzed.
Results:The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P <0.01). The excellent rate of nursing students was 58.3%(35/60) in the intervention group and 30.0%(18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t=18.034, P < 0.01). The comprehensive results of nursing students′ practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P< 0.01).
Conclusions:Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.
