Application of teach-back-based role transition shock model in knee arthroplasty nursing internship teaching
10.3760/cma.j.cn116021-20230511-01628
- VernacularTitle:基于Teach-back的角色转型冲击模型在膝关节置换护理实习教学中的应用
- Author:
Jing XU
1
;
Yuan CHEN
;
Wei GUO
;
Xin CHEN
;
Zhen LÜ
;
Lingxia ZHANG
;
Fang WANG
Author Information
1. 南京医科大学附属南京医院（南京市第一医院）骨科，南京 210006
- Keywords:
Role transition shock model;
Knee arthroplasty;
Nursing teaching
- From:
Chinese Journal of Medical Education Research
2024;23(3):406-410
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of a role transition shock model based on the teach-back technique in knee arthroplasty nursing teaching.Methods:We assigned 50 nursing student interns practicing in the knee arthroplasty team of Orthopedics Department of Nanjing First Hospital between August 2020 and August 2022 into control group ( n=25, traditional teaching) and observation group ( n=25, teach-back-based role transition shock model teaching) according to the order of admission. At the end of internship, the examination scores, the impact of transition shock on comprehensive abilities, and teaching satisfaction of the students were assessed and analyzed using the t test and Fisher's exact test with the use of SPSS 22.0. Results:Compared with the control group, the observation group scored significantly lower in the physical, psychological, knowledge and skills, and sociocultural and developmental dimensions of the transition shock assessment scale ( P<0.05). The observation group showed significantly higher scores of nurse-patient communication, nursing practice, disease observation, health education, humanistic care, team cooperation, clinical thinking, and emergency response than the control group ( P<0.05). The examination results of the observation group were significantly better than those of the control group ( t=12.31, 11.52, P<0.001). The teaching satisfaction rate of the observation group was significantly higher than that of the control group [100.00% (25/25) vs. 68.00% (17/25), χ2=9.52, P=0.002]. Conclusions:The teach-back-based role transition shock model can help alleviate the transition impact faced by nursing student interns when entering clinical practice, and also improve their comprehensive abilities as well as satisfaction with teaching.
