Abstract:

Objective　To explore the construction method and practical effect of homogeneous clinical teaching mode for nursing undergraduates based on the group standards of Chinese Nursing Association. Methods　Under the guidance of evidence-based nursing practice, a prospective study was conducted to construct a homogeneous clinical teaching program for nursing undergraduates based on the group standards of Chinese Nursing Association by searching relevant literatures at home and abroad and semi-structured interviews. A total of 97 nursing undergraduates who practiced in Tengzhou Central People's Hospital Affiliated to Jining Medical College from February 2023 to March 2025 were selected as the research objects. According to the practice time, 48 students who practiced from February 2023 to February 2024 were selected as the control group, including 40 girls and 8 boys, with an age of (21.5±1.2) years old, and they adopted the traditional clinical teaching mode. From March 2024 to March 2025, 49 students were selected as the observation group, including 39 girls and 10 boys, with an age of (21.3±1.3) years old, and they adopted the homogeneous clinical teaching mode based on the group standards of Chinese Nursing Association. The two groups were given 4 weeks of intervention training, and the theoretical knowledge scores, skill operation scores, post competency scores, and teaching satisfaction of the two groups were compared. Independent-sample t test and χ² test were used for statistical analysis. Results　The expert consultation opinions were summarized to form a homogeneous clinical teaching program for nursing undergraduates based on the group standards of Chinese Nursing Association. Through the comparison of practical effects, it was found that the theoretical knowledge and skill operation scores in the observation group were higher than those in the control group [(93.55±3.52) points vs. (87.62±4.33) points, (87.29±4.03) points vs. (81.17±3.67) points; t=7.408 and 7.815, both P<0.001]. The post competency score of the observation group was higher than that of the control group [(162.45±3.42) points vs. (152.54±3.98) points; t=13.162, P<0.001]. The students' satisfaction with teaching in the observation group was also higher than that in the control group (P<0.001). Conclusion　The homogeneous teaching program for nursing undergraduates based on the group standards of Chinese Nursing Association has high scientificity and effectiveness, which can effectively improve the students' theoretical knowledge, operational skills, and post competence, and improve the students' satisfaction with teaching, with good application value.

Key words:

Nursing undergraduates, Homogenization, Clinical teaching mode, Chinese Nursing Association, Group standards, Practical effect

摘要：

目的　探讨基于中华护理学会团体标准的护理本科生同质化临床教学模式的构建方法及实践效果。方法　采用前瞻性研究方法，在循证护理实践的指导下，通过检索国内外相关文献和半结构化访谈的形式，运用德尔菲法构建基于中华护理学会团体标准的护理本科生同质化临床教学方案。选取2023年2月至2025年3月在济宁医学院附属滕州市中心人民医院实习的97名护理本科生作为研究对象，根据实习时间，将2023年2月至2024年2月实习的48名学生作为对照组，其中女生40名，男生8名，年龄（21.5±1.2）岁，采用传统临床教学模式；将2024年3月至2025年3月实习的49名学生作为观察组，其中女生39名，男生10名，年龄（21.3±1.3）岁，采用基于中华护理学会团体标准构建的同质化临床教学模式。两组均进行4周干预培训，比较两组护理本科生的理论知识成绩、技能操作成绩、岗位胜任力评分以及对教学的满意度。采用独立样本t检验、χ²检验进行统计分析。结果　汇总专家函询意见，形成基于中华护理学会团体标准的护理本科生同质化临床教学方案。通过实践效果对比发现，观察组护理本科生的理论成绩、技能操作成绩均高于对照组［（93.55±3.52）分比（87.62±4.33）分、（87.29±4.03）分比（81.17±3.67）分；t=7.408、7.815，均P<0.001］。观察组护理本科生岗位胜任力总分高于对照组［（162.45±3.42）分比（152.54±3.98）分；t=13.162，P<0.001］。观察组护理本科生对教学的满意度也高于对照组（P<0.001）。结论　基于中华护理学会团体标准构建的护理本科生同质化教学方案具有较高的科学性和有效性，能够有效提高学生的理论知识、操作技能和岗位胜任力，提升学生对教学的满意度，具有良好的应用价值。

关键词:

护理本科生, 同质化, 临床教学模式, 中华护理学会, 团体标准, 实践效果