微信平臺在感染科臨床護理帶教中的應(yīng)用

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【摘要】目的：探析在感染科臨床護理帶教中對微信平臺的應(yīng)用價值。方法：將在感染科中選取62例實習(xí)護生作為研究對象，對其基本資料進行了簡單分析，同時采取“隨機數(shù)字法”對其進行隨機分組，將其中31例納入至對照組，使用常規(guī)帶教方法，另外31例則納入至觀察組中，實施微信平臺輔助帶教，并比較兩組的帶教效果。結(jié)果：觀察組學(xué)生的理論知識、操作技能、綜合成績分值分別為（93.1±2.4）分、（88.2±2.4）分、（90.3±2.1）分，反觀對照組分別為（90.2±2.1）分、（86.3±2.1）分、（88.4±2.3）分，相比之下觀察組學(xué)生的考核成績顯著高于對照組（P

【關(guān)鍵詞】感染科；微信平臺；臨床護理帶教；考核成績

Application of WeChat platform in clinical nursing teaching in infectious diseases department

XING Jinghui， DING Yufang

Nanjing Gaochun People’s Hospital， Nanjing， Jiangsu 211300， China

【Abstract】Objective： To explore the application value of WeChat platform in clinical nursing teaching in infectious diseases department. Methods： 62 nursing interns selected from the Department of Infectious Diseases were selected as research subjects， and their basic data were analyzed briefly. At the same time， they were randomly divided into groups using a “random number method”. 31 of them were included in the control group， using conventional teaching methods， and the other 31 were included in the observation group. WeChat platform assisted teaching was implemented， and the teaching effects of the two groups were compared. Results： The scores of theoretical knowledge， operational skills， and comprehensive scores of students in the observation group were （93.1±2.4） points， （88.2±2.4） points， and （90.3±2.1） points， respectively. On the contrary， the scores of students in the control group were （90.2±2.1） points，（86.3±2.1） points， and （88.4±2.3） points， respectively. By comparison， the examination scores of students in the observation group were significantly higher than those in the control group（P

【Key Words】Department of Infectious Diseases； WeChat platform； Clinical nursing teaching； Result of examination

信息化技術(shù)的快速發(fā)展及應(yīng)用下，很多領(lǐng)域中均加入了對現(xiàn)代信息化技術(shù)的應(yīng)用，目前在護理帶教中也加入了對信息化技術(shù)的應(yīng)用，促進了教學(xué)效率的提升，但是從實際情況看，很多帶教模式中依然存在一定的局限性[1]。（剩余3848字）