Study on the improvement of clinical communication ability of nursing students by Seminar teachingmethod based on humanistic concept
基于人本主义理念的 Seminar 教学法在提升护生的临床沟通能力的研究

摘要

目的 探讨基于人本主义理念的 Seminar 教学法对护生临床沟通能力的提升效果。方法 对 2020 年 7 月-2021 年 1 月在本院实习的护生（n=84）进行随机分组，试验和对照组各 42 名护生，前者采取基于 人本主义理念的 Seminar 教学法，后者行常规教学。采用护生临床共同能力量表进行效果评价。结果 关于 临床沟通能力总均分和总分，试验组数据分别是（2.03±0.20）分、（58.86±5.73）分，和对照组数据（1.61±0.30） 分、（58.86±5.73）分相比更高（P＜0.05）。关于建立和谐关系和敏锐倾听、验证感受与确认问题这几个指 标：试验组数据都比对照组好（P＜0.05）。在共同参与和传递有效信息方面也是优于对照组的（P＜0.05）。 结论 基于人本主义理念的 Seminar 教学法能够有效的提升护生的临床沟通能力，在一定程度上影响了临床 护理工作，适用于临床沟通教学。

Abstract

Objective To explore the improvement effect of Seminar teaching method based on humanistic idea on nursing students' clinical communication ability.
Methods The nursing students (n=84) who practiced in our hospital from July 2020 to January 2021 were randomly divided into two groups: 42 nursing students in the experiment and 42 in the control group. The former adopted Seminar teaching method based on humanistic concept, while the latter did routine teaching. Clinical common ability scale of nursing students was used to evaluate the effect.
Results The total mean score and total score of clinical communication ability in experimental group were (2.03±0.20) points and (58.86±5.73) points, respectively, which were higher than those in control group (1.61±0.30) points and (58.86±5.73) points (P < 0.05). In terms of establishing harmonious relationship, keen listening, verifying feelings and confirming problems, the data of experimental group were better than that of control group (P < 0.05). It was also better than the control group in terms of joint participation and effective information transmission (P < 0.05).
Conclusion   Seminar teaching method based on humanistic concept can effectively improve the clinical communication ability of nursing students, to a certain extent affects the clinical nursing work, and is suitable for clinical communication teaching.