反式SBAR模式病情汇报在提高护生评判性思维中的应用

Abstract
Figure/Table
References (22)
Related Citation (15)

Download: PDF (700 KB) HTML (1 KB)
Export: BibTeX | EndNote (RIS)

Abstract Objective To explore the clinical application effect of the trans situation-background-assessment recommendation model (SBAR) condition report in improving the critical thinking of nursing students. Methods A total of 102 rotation nursing students from the Department of Orthopedics, Guangdong Provincial Hospital of Traditional Chinese Medicine were selected from January 2018 to November 2019. They were divided into experimental and control groups according to the random number table method, with 51 people in each group. The control group used traditional teaching; while the experimental group added the method of trans-SBAR disease reporting and intensive training on this basis. The critical thinking ability scale was used to compare the total scores of critical thinking ability and the differences in scores of various dimensions of nursing students between the two groups before and after teaching were compared. Results After teaching, the scores of finding the truth in the control group were higher than those before teaching, while the scores of finding the truth, analytical ability, systematic ability, and self-confidence in the experimental group were higher than those before education, and the differences were statistically significant (P ＜ 0.05). The analytical ability, systematic ability, and self-confidence scores in the experimental group after teaching were higher than those in the control group, and the differences were statistically significant (P ＜ 0.05). The total score and the degree of improvement of the experimental group after teaching were higher than those of before teaching and the control group, and the differences were statistically significant (P ＜ 0.05). Conclusion Integrating the trans-SBAR disease reporting model into clinical teaching can improve the critical thinking ability of nursing students and help strengthen the core competence of nursing students.

Key words： Nursing students Critical thinking Trans situation-background-assessment recommendation model Disease reporting

	Service

	E-mail this article
	Add to my bookshelf
	Add to citation manager
	E-mail Alert
	RSS
	Articles by authors
	WENG Yehong CHEN Hongyun▲ ZHANG Yongmei JIANG Jihao CHEN Yequn WU Qian

Cite this article:

WENG Yehong CHEN Hongyun▲ ZHANG Yongmei JIANG Jihao CHEN Yequn WU Qian. Application of trans SBAR model of condition reporting in improving critical thinking of nursing students[J]. 中国医药导报, 2020, 17(23): 160-162.

URL:

http://www.yiyaodaobao.com.cn/EN/ OR http://www.yiyaodaobao.com.cn/EN/Y2020/V17/I23/160

[1] 许瑞，杨玲燕.“教-研-学”三位一体的教学模式在护理本科教学过程中的应用[J].全科护理，2017，15（14）：1784-1786.
[2] 肖泽梅，吴婷，邓雪英.护生评判性思维培养的研究进展[J].护理学杂志，2016，31（16）：98-101.
[3] Pitt V，Powis D，Levett-Jones T，et al. The influence of critical thinking skills on performance and progression in a pre-registration nursing program [J]. Nurse Educ Today，2015，35（1）：125-131.
[4] Woodhall LJ，Vertacnik L，McLaughlin M. Implementation of the SBAR Communication Technique in a Tertiary Center [J]. J Emerg Nurs，2008，34（4）：314-317.
[5] 李艳，徐依，刘美丽，等.SBAR医护沟通模式在儿科病人转交接中的应用进展[J].护理研究，2019，33（24）：4271-4274.
[6] 李春容，林少虹，林月双，等.MEWS病情自动预警系统与SBAR沟通模式在外科术后患者早期预警的应用研究[J].临床护理杂志，2019，18（6）：23-26.
[7] 刘佳微，张文光，王巧红，等.重症监护室交班护理中断事件的专项管理[J].护理学杂志，2019，34（20）：57-60.
[8] 崔建凤，邓齐英，江志云.SBAR沟通模式在内科护理交接班中的应用[J].现代医院，2019，19（12）：1724-1726， 1732.
[9] 苏泳施，黎利平，张秀兰，等.简化OSCE模式联合SBAR沟通模式在手术室护理教学中的应用[J].中国医药科学，2020，10（1）：46-50.
[10] Stevens N，McNiesh S，Goyal D. Utilizing an SBAR Workshop With Baccalaureate Nursing Students to Improve Communication Skills [J]. Nurs Educ Perspect，2020，41（2）：117-118.
[11] 吴志萍，佟金谕.应用反式交班降低不良事件的效果观察[J].中国药物与临床，2018，18（2）：310-311.
[12] 王芳，刘伟权，邓娟，等.点评式SBAR交班培训对ICU低年资护士交班质量的影响[J].护理学杂志，2017，32（24）：58-60.
[13] 彭美慈，汪国成，陈基乐，等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志，2004，39（9）：644-647.
[14] 张志刚，侯宇颖，张捃，等.7种教学方法对护理专业学生评判性思维能力影响的网状Meta分析[J].中华护理杂志，2016，51（8）：960-966.
[15] 吴明琴，曹桂华.床位包干并反式交班在优质护理服务中的应用成效[J].实用临床医药杂志，2014，18（20）：183-184.
[16] 肖松梅，周嫣，彭幼清，等.高职护生评判性思维能力培养的教学改革实践[J].中国护理管理，2014，14（7）：721-723.
[17] 罗滋露.PBL教学法在妇科肿瘤临床护理教学查房中的应用[J].中国卫生产业，2019，16（27）：127-128，131.
[18] 崔建凤，邓齐英，江志云，等.SBAR沟通模式在内科护理交接班中的应用[J].现代医院，2019，19（12）：1724-1726，1732.
[19] 邓红梅，潘菊芳，陈文静，等.SBAR医护沟通模式在危重患者护理管理中的应用[J].中国医药科学，2019，9（1）：173-175.
[20] 朱肖，毛平.SBAR沟通模式在护理工作中的应用现状与展望[J].中国护理管理，2017，17（5）：712-716.
[21] 何正超，钟兰兰，陆群峰.SBAR沟通模式在临床护理应用的研究进展[J].护理研究，2017，31（3）：271-274.
[22] Ruhomauly Z，Betts K，Jayne-Coupe K，et al. Improving the quality of handover：implementing SBAR [J]. Future healthcare J，2019，6（Suppl 2）：54.