[摘要] 目的 评价项目式教学融入足部骨折固定术在手术室护理带教中的应用疗效。方法 选取该院手术室护生92名（2017年8月—2018年11月），随机分为项目式教学融入足部骨折固定术教学的观察组（46例）与传统教学的对照组（46例），观察护生考核成绩、满意度及教学质量。结果 带教前，两组考核成绩对比差异无统计学意义（P>0.05），带教后，观察组理论知识成绩（88.37±4.28）分，操作成绩（86.23±4.27）分，高于对照组（P<0.05）;满意度方面，观察组（95.65%）高于对照组（78.26%）（P<0.05）;观察组沟通更融洽97.83%，学习积极性有提高95.65%，了解护理目的93.48%，提高自学能力95.65%，高于对照组（P<0.05）。结论 在手术室护理带教中应用项目式教学融入足部骨折固定术，能提高护生理论知识水平、护理操作能力及教学质量，并且这种带教模式得到了护生广泛认可。

[关键词] 项目式教学;足部骨折固定术;手术室;护理带教

[中图分类号] R19 [文献标识码] A [文章编号] 1672-5654（2020）05（b）-0011-03

Evaluation of the Effect of Project-based Teaching Combined with Foot Fracture Fixation in Nursing Instruction in Operating Room

ZHANG Feng-lian

Operating Room， Liaocheng Third People's Hospital， Liaocheng， Shandong Province， 252000 China

[Abstract] Objective To evaluate the effect of project-based teaching integrated with foot fracture fixation in nursing teaching in the operating room. Methods A total of 92 nursing students in the operating room （August 2017 to November 2018） were selected and randomly divided into the observation group （46 cases） and the traditional teaching control group （46 cases） with project-based teaching and foot fracture fixation teaching， to observe the assessment results， satisfaction and teaching quality of nursing students. Results Before the teaching， the comparison of the two groups' assessment results was not statistically significant difference（P>0.05）. After the teaching， the observation group had a theoretical knowledge score （88.37±4.28）points and an operational score （86.23±4.27）points， which were higher than the control group（P<0.05）; In terms of satisfaction， the observation group（95.65%） was higher than the control group （78.26%）（P<0.05）; the communication in the observation group was more harmonious， 97.83%， learning enthusiasm improved by 95.65%， understanding of nursing purposes 93.48%， and self-learning ability 95.65%， higher than the control group（P<0.05）. Conclusion The application of project-based teaching in the operation room nursing teaching and the integration of foot fracture fixation can improve the theoretical knowledge level， nursing operation ability and teaching quality of nursing students， and this teaching mode has been widely recognized by nursing students.

[Key words] Project-based teaching; Foot fracture fixation; Operating room; Nursing teaching

臨床实习是护理学生向专业护理人员转变的一个重要环节，必须选择合理的教学方式，提高教学质量，使其更好地适应专业护理人员角色[1]。相比于其他科室，手术室患者病情较为严重，对护理人员提出了更高的要求。传统带教下，护生不能有效消除手术室学习期间陌生感，也无法较好地学习复杂的专科知识，无菌意识不强，学习状态消极等，存在较多不足之处，针对这种情况，必须为护生选择合理有效的带教模式。有研究表明，在手术室护理中应用项目式教学，能提高护生参与教学活动的积极性及主动性，并且能稳定提高教学质量[2]。该文选取该院手术室护生92名（2017年8月—2018年11月），评价手术室护理带教中应用项目式教学融入足部骨折固定术的效果，现报道如下。

1  资料与方法

1.1  一般资料

选取该院手术室护生92名，随机分为两组（对照组、观察组），各46名，均为女性。对照组年龄19～23岁，平均（21.44±0.73）岁，中专10名，大专21名，本科15名，观察组年龄19～23岁，平均（21.91±0.66）岁，中专11名，大专20名，本科15名。一般……