以质量求发展，以服务铸品牌

护理学报 ›› 2025, Vol. 32 ›› Issue (4): 24-27.doi: 10.16460/j.issn1008-9969.2025.04.024

• 护理教育 • 上一篇    下一篇

造口伤口失禁专科护士培训中基于ADDIE模型案例教学的实践及效果评价

彭琦a, 吴婉英b, 谢玲女b   

  1. 浙江省肿瘤医院 a.乳腺内科; b.护理部,浙江 杭州 310022
  • 收稿日期:2024-08-26 出版日期:2025-02-25 发布日期:2025-03-06
  • 通讯作者: 谢玲女（1971-）,女,浙江杭州人,本科学历,主任护师。E-mail:462760227@qq.com
  • 作者简介:彭琦（1992-）,女,湖南张家界人,土家族,硕士研究生,主管护师。
  • 基金资助:
    2021年浙江省卫生健康面上项目（2021KY102）; 2024年度浙江省中医药科技计划项目（2024ZL317）

The practice and effect evaluation of case-based teaching based on ADDIE model in training for nurse specialists of wound, ostomy and continence

PENG Qia, WU Wan-yingb, XIE Ling-nvb   

  1. a. Dept. of Breast Medical Oncology; b. Dept. of Nursing Administration, Zhejiang Cancer Hospital, Hangzhou 310022, China
  • Received:2024-08-26 Online:2025-02-25 Published:2025-03-06

PDF (PC)

27

赞

摘要： 目的 探讨案例教学在造口伤口失禁专科护士培训中的的实施路径及效果。方法 选取浙江省2020年48名造口伤口失禁专科护士培训学员为对照组,采用常规的教学方法,即理论授课（传统面授）5周,临床实践8周;选取2022年48名造口伤口失禁专科护士培训学员为试验组,在常规的教学方法基础上,采用基于ADDIE模型框架的案例教学实施路径,在培训结束后,评价2组专科护士的测试成绩、评判性思维能力以及满意度。结果 试验组的成绩、评判性思维能力以及满意度均高于对照组（P<0.05）,差异有统计学意义。结论 基于ADDIE模型框架的案例教学实施路径能帮助造口伤口失禁专科护士在有限的时间内提高培训的效果和质量。

关键词: 造口伤口失禁, 在职培训, 专科护士, 案例教学

Abstract: Objective To explore the implementation path and effectiveness of case-based teaching in the training for nurse specialists of wound, ostomy and continence. Methods Forty-eight nurses of wound, ostomy and continence in Zhejiang Province in 2020 were selected as the control group. Conventional teaching methods were used, including theoretical teaching (traditional face-to-face teaching) for 5 weeks and clinical practice for 8 weeks. Another forty-eight nurses of wound, ostomy and continence in 2022 were selected as the experimental group. On the basis of conventional teaching methods, the implementation path of case teaching based on the ADDIE model framework was adopted. After the training was completed, test score, critical thinking and satisfaction of nurse specialists in the two groups were evaluated. Results The test score, critical thinking and satisfactions of the experimental group were higher or better than those of control group (P<0.05). Conclusion The implementation path based on the ADDIE model framework of case-based teaching is effective for improving the training qualities in short training time.

Key words: wound, ostomy and continence, in-service training, nurse specialist, case-based teaching

中图分类号: 

  • R473.6
[1] 丁炎明,吴欣娟,田君叶,等. 我国31个省份三级医院专科护士培养及管理的现状调查[J]. 中华护理杂志, 2021,56(9):1357-1362.DOI:10.3761/j.issn.0254-1769.2021.09.013.
[2] 程维,程蕾,唐鹰,等. 老年专科护士主导的吞咽障碍患者转介模式的建立与效果评价[J]. 护理学报,2020,27(9):48-51. DOI:10.16460/j.issn1008-9969.2020.09.048.
[3] 高春华,林燕,俞超,等. 专科护士主导的出院准备服务在肺移植患者中的应用研究[J].中华护理杂志, 2023,58(18):2181-2188. DOI:10.3761/j.issn.0254-1769.2023.18.001.
[4] 姚慧岚,袁红娣,黄晨,等. 以糖尿病专科护士为主导的胰岛素泵全程管理系统的构建及应用[J]. 中华护理杂志,2023,58(10):1166-1171.DOI:10.3761/j.issn.0254-1769.2023.10.002.
[5] 成守珍,陈玉英,王路英,等. 专科护士在我国的发展及展望[J]. 中国护理管理,2021,21(5):649-652.DOI:10.3969/j.issn.1672-1756.2021.05.003.
[6] 江安琪,付红英,宋媛媛,等.贵州省伤口专科护士培训指导教师带教体验的质性研究[J].护理学报,2024,31(17):13-16.DOI:10.16460/j.issn1008-9969.2024.17.013.
[7] 邢曼霞,梁艳婷,苏晴,等. 我国专科护士培训研究的可视化分析[J]. 中华护理教育,2022,19(3):273-276.DOI:10.3761/j.issn.1672-9234.2022.03.015.
[8] 蒋琪霞,彭青,王建荣. 基于典型病例的伤口造口失禁专科护士临床实践培训[J].中华护理教育,2021,18(4):293-297.DOI:10.3761/j.issn.1672-9234.2021.04.001.
[9] 韦迪,朱小妹,谌永毅,等. 伤口造口失禁专科护士培训体系的构建[J]. 中华护理教育,2020,17(2):101-107. DOI:10.3761/j.issn.1672-9234.2020.02.001.
[10] Kim S, Choi S, Seo M, et al.Designing a clinical ethics education program for nurses based on the ADDIE Model[J]. Res Theory Nurs Pract, 2020, 34(3):205-222.DOI:10.1891/RTNP-D-19-00135.
[11] Sariem CN, Nwizu U, Malhotra J.Developing a leadership and practice advancement training curriculum for intern pharmacists in nigeria using the ADDIE Model[J]. Innov Pharm, 2022, 13(2):10.DOI:10.24926/iip.v13i2.4531. eCollection 2022.
[12] 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):7-10.DOI:10.3321/j.issn:0254-1769.2004.09.002.
[13] 石蕾,陈娟,魏秀丽,等. 职校护生护理综合成绩与自我效能感、评判性思维的相关性研究[J]. 蚌埠医学院学报,2019, 44(12):1727-1730. DOI:10.13898/j.cnki.issn.1000-2200.2019.12.041.
[14] Sun Y, Yin Y, Wang J, et al.Critical thinking abilities among newly graduated nurses: a cross-sectional survey study in China[J]. Nurs Open, 2023,10(3):1383-1392.DOI: 10.1002/nop2.1388.
[15] Nguyen TV, Liu HE.Factors associated with the critical thinking ability of professional nurses: a cross-sectional study[J].Nurs Open,2021,8(4):1970-1980.DOI:10.1002/nop2.875.
[16] Zhen C, Zonghua W, Yu L, et al.Development and application of an online learning platform for nursing ethics: a teaching practice research[J]. Nurse Educ Today, 2022, 112: 105336.DOI: 10.1016/j.nedt.2022.105336.
[1] 陆露梦, 黄雪燕, 冯莺, 周海芳, 陈坚翱, 董玉红. 利益相关者视角下中医专科护士临床带教师资胜任力评价指标体系的构建[J]. 护理学报, 2025, 32(5): 30-35.
[2] 何娇, 刘义兰, 官春燕, 韩燕红, 陈睿, 胡德英. 基于泰勒原理的医院护理人文关怀培训课程体系的构建[J]. 护理学报, 2024, 31(8): 13-17.
[3] 张颖, 车晓艳, 万婠, 秦雪, 张恩思, 崇武, 郑淑娟. 我国性治疗护士工作范畴和核心能力的质性研究[J]. 护理学报, 2024, 31(7): 68-72.
[4] 侯敏, 钟文欢, 祁丽萍, 陈雨沛, 侯斌斌, 陈柳, 冯惠霞. 肿瘤放疗专科护理门诊的建立与实践[J]. 护理学报, 2024, 31(21): 27-31.
[5] 张丽, 李付华, 古小改, 郝娜, 王丹丹, 关美琪. 炎症性肠病专科护士培训方案的构建[J]. 护理学报, 2024, 31(19): 31-36.
[6] 管艳, 陈晨, 苏云艳, 金花, 谢晓莉, 胡岳秀, 王哲芸. 基于泰勒模式的心脏外科专科护士培训方案的构建[J]. 护理学报, 2024, 31(18): 67-72.
[7] 江安琪, 付红英, 宋媛媛, 陈旭, 翟强鑫, 葛瑞钰. 贵州省伤口专科护士培训指导教师带教体验的质性研究[J]. 护理学报, 2024, 31(17): 13-16.
[8] 项倩妹, 唐惠艳, 王建新, 张慧慧, 刘欣雨, 李春辉. 儿科专科护士核心能力量表的编制及信效度检验[J]. 护理学报, 2024, 31(14): 74-78.
[9] . 机器人手术专科护士临床培训的研究进展[J]. 护理学报, 2024, 31(12): 36-40.
[10] 贺海霞, 黄丽珊, 陈静, 文希, 张艳萍, 练柳兰. OSCE教学联合改良带教模式在中医专科护士的应用研究[J]. 护理学报, 2024, 31(10): 70-72.
[11] 谢婵娟, 熊静, 谌永毅, 张京慧, 李小燕, 王泽友. 精准护理内涵及其对护士的角色要求与机遇挑战[J]. 护理学报, 2023, 30(7): 44-47.
[12] 陈玉平, 彭刚艺, 张莉, 何瑾云, 郑静, 林群燕, 王灵晓, 杨艳. 临床感控专科护士胜任力评价指标体系的构建[J]. 护理学报, 2023, 30(6): 15-21.
[13] 卫平莲, 陈孝云, 金利萍, 范孝陈, 陈培培, 刘安诺. 儿科传染病专科护士核心能力评价指标体系的构建[J]. 护理学报, 2023, 30(4): 29-32.
[14] 张增梅, 王宇, 赵海运, 张莹, 金子, 聂云飞. 抛锚式教学联合Gibbs反思循环在手术室专科护士培训中的应用[J]. 护理学报, 2023, 30(24): 12-15.
[15] 伦冰, 杨晓宇, 孙丹丹, 任丽杰, 马硕. 助产专科护士原位模拟培训模式的构建及应用[J]. 护理学报, 2023, 30(19): 24-27.
Viewed
Full text


Abstract

Cited
  Shared   
No Suggested Reading articles found!