The Influence Of Innovative Clinical Nursing Teaching Model On Clinical Practice Effect Of Undergraduate Nursing Students

Objectives:To explore the effect of innovative clinical nursing teaching model in clinical practice teaching of undergraduate nursing students, to analysis the influence of innovative clinical nursing teaching model on clinical practice outcomes of undergraduate nursing students and to provide reference and guidance for increasing undergraduate nursing students’ clinical practice outcomes.Methods:We used the cluster sampling method for this experimental intervention study. Totally 152 class 2011 students of 5 undergraduate colleges, who entered The fourth affiliated hospital of Kunming Medical University in june-july,2014, were divided into the control group and the research group. The conventional clinical nursing teaching model was implemented in the control group, The conventional clinical nursing teaching model and the innovative clinical nursing teaching model were implemented in the research group, With College cooperation, strengthen clinical nursing teaching management, in charge of beds, nursing management practice and scientific research awareness and ability training as the main content of innovative clinical nursing teaching model. In the late stage of clinical practice, Use the self-designed general condition questionnaire and the self rating scale of nursing undergraduates clinical practice performance to investigate the control group and the research group nursing students’ general condition and self evaluation of clinical practice performance. The self evaluation including critical thinking、clinical nursing、 teaching guidance、management、professional and self development、communication、 scientific research and general evaluation. In the middle of internship, to investigate the research group nursing students’ self evaluation of clinical practice performance, the self evaluation including critical thinking、clinical nursing、teaching guidance、 management、professional and self development、communication、scientific research and general evaluation. Data were analyzed by SPSS 17.0 statistical software, the statistical methods include descriptive statistical analysis, two independent samples t test, chi square test, rank sum test and paired t test. Compared with the control group and research group nursing students’ self-evaluation of clinical performance in the post practice, the research group nursing students’ self-evaluation of clinical performance in the middle and late internship.Results:1. No significant difference was found in the general condition between the two groups (P>0.05).2. In the late stage of clinical practice, the total performance score of research group was (4,04±0.57), which was significantly higher than the control group (3.33±0.47) (p<0.01); the seven dimensions score in the research group were all higher than the control group, significant differences were found in those dimensions except the professional and self development dimension (P<0.01).3. In the late stage of clinical practice, the total performance score of research group was (4.04±0.57), which was higher than the middle stage (3.766±0.705) (p<0.05); the seven dimensions score in the late stage of clinical practice were higher than the middle stage, statistical differences were found (p<0.05)Conclusions:1.The development of innovative clinical nursing teaching model was helpful for improving research group students’ critical thinking、clinical nursing、teaching guidance、management、communication and scientific research ability. The practice outcomes of research group was better than the control group.2.The development of innovative clinical nursing teaching model was helpful for improving research group nursing students’ critical thinking、clinical nursing、teaching guidance、management、professional and self development、communication and scientific research ability. The practice outcomes of late stage was better than the middle stage.3.The development of innovative clinical nursing teaching model provided reference and basis for the reform of clinical nursing teaching and the improvement of clinical nursing teaching quality, and for the formation of nursing teaching model in schools and hospitals.