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确定临床护理教学干预措施改善团队合作能力的有效性:一项准实验性研究

Yu-Qing Zhou¹, Yu-Ling Yang¹, Ying Chen¹

¹Oncology Department, Affiliated Hospital of Jiangnan University, Wuxi, Jiangsu, 214122, People's Republic of China.

Journal of multidisciplinary healthcare

|February 25, 2025

概括

与传统教育相比,TeamSTEPPS培训显著提高了护士学员的团队合作技能. 这一框架加强了临床环境中的沟通,领导和相互支持.

科学领域:

医疗保健教育医疗保健教育
护理实践护理实践
患者安全患者安全

背景情况:

团队合作对于有效的医疗保健和患者安全至关重要.
传统的护理教育可能不足以为学员提供必要的团队合作技能.
团队STEPPS框架提供了一种结构化的方法来提高团队绩效.

研究的目的:

评估TeamSTEPPS框架在临床护理教育中的有效性.
评估TeamSTEPPS对提高护士学员团队合作技能的影响.
将基于TeamSTEPPS的教育成果与传统的护理教育模式进行比较.

主要方法:

一项涉及120名护士学员的研究,分为干预组 (TeamSTEPPS) 和对照组 (传统教育).
干预组接受了6个月的TeamSTEPPS培训,包括理论和实践课程.
在干预之前和之后,使用团队合作态度调查问卷 (T-TAQ) 评估了团队合作技能.

主要成果:

在团队合作技能方面,两组之间没有观察到显著的基线差异.
干预组在团队结构,领导力,情况监测,相互支持和沟通方面取得了显著改善.
干预后,TeamSTEPPS组的得分明显高于对照组.

结论:

基于TeamSTEPPS的教学模式显著提高了护理学生的关键团队合作技能.
与传统的护理教育模式相比,TeamSTEPPS显示出更好的结果.
该研究建议在临床护理培训中推广和应用TeamSTEPPS框架.

关键词:

团队步骤团队步骤临床护理临床护理教学模式的教学模式教学研究教学研究团队合作团队合作.

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