The Application Of Simple Standardized Patient Teaching In Vocational Nursing Students' Clinical Adaptation Period

Objective:Explore the application of simple and standardized patient teaching to the clinical adaptation period of secondary vocational nursing students in the basic nursing skills training and its effect.Methods:The second grade students of the 2015 mid-level nursing department of a school were selected,and the whole group chose two classes as the research subjects.All 12 classes are numbered,and 12 random numbers are selected in the random number table to correspond to the 12 class numbers.The largest and smallest random numbers are selected,and it is determined that 3 classes and 6 classes of nursing are involved in the study.According to the result of throwing a coin,3 classes were set as a test group(78 students),and 6 classes were set as a control group(72 students).The experimental group adopted the SSP-assisted teaching method,and the control group adopted the traditional teaching method.The students in the second half of the school year have four weeks of intensive training in nursing skills.After the training,they enter the clinical practice for ten months.Each week from the second week to the twelfth week,a questionnaire survey conducted by the teacher to teach nurses on clinical aspects,and a self-evaluation questionnaire on the nursing students' adaptability during the internship were conducted.All data were analyzed using SPSS24.0.Results:1.The theoretical and operational scores of the experimental group students and the control group students after the actual training are compared and analyzed.It can be seen that the theoretical and operating scores of the experimental group students after the training are all higher than those of the control group(all have p<0.05),Statistically significant;the experimental group before and after the training theory and operating scores were statistically significant differences;and the control group before and after the training theory and operating score differences were not statistically significant(all p> 0.05).2.Through the questionnaire analysis of nursing teachers on nursing students,as the number of clinical practice periods increases,the experimental group showed a rapid upward trend in the first four weeks,until the end of observation(twelfth week),teacher evaluation scores were relatively stable;while the control group was slowly rising throughout the observation period,until the twelfth week,the measured scores were close to the experimental group,the two groups showed significantly different trends.The average scores of the second,fourth,and twelfth week of the experimental group were 52.83,73.39,and 75.06,and the mean scores of the second,fourth,and twelfth week of the control group were 24.68,34.21,and 74.03,respectively.The data for the sixth,eighth,and tenth weeks of the student group were not statistically significant and were not included in the statistical analysis.By comparing the second week and the fourth week of the experimental group,the teacher scored a statistically significant score(p<0.05).The difference between the fourth week and the twelfth week was not statistically significant.Significance(p>0.05);by comparing the data of the control group,it was found that the overall score showed a gradual upward trend from the second week to the twelfth week.There was no statistical significance(p>0.05),but the difference between the fourth week and the twelfth week was statistically significant(p<0.05).3.It can be seen from the analysis of nursing students' self-evaluation survey results that with the increase of the number of internship weeks,the experimental group showed a rapid upward trend in the first four weeks until the end of observation(twelfth week).The self-evaluation score was relatively stable;while the control group was slowly rising throughout the observation period,until the twelfth week,the measured scores and the test group still had a gap,and the change trend of the two groups was significantly different.The second week,fourth week,and twelfth week of the experimental group were divided into 38.06,58.92,and 59.83,respectively;the mean,second,fourth,and twelfth week of the control group were 30.32,31.40,and 59.50,respectively.The data of the sixth,eighth,and ten weeks self-evaluation scores of nursing students in the group were not statistically significant and were not included in the statistical analysis.By comparing the scores of the second week and the fourth week of the experimental group,the difference was statistically significant(p<0.05),but there was no significant difference between the fourth week and the twelfth week(p>0.05);There was no statistically significant difference between the week and week 4 scores(p>0.05);there was a statistically significant difference between the fourth week and the twelfth week scores(p<0.05).Conclusion:1.The use of simple and standardized patient teaching during the basic nursing skills training can improve students' operating skills and theoretical level.2.Adopting the SSP teaching method can not only stimulate students' interest in learning and self-learning ability,but also improve the overall quality of nursing graduates in secondary vocational schools.3.The use of simple and standardized patient teaching in the reinforcement training during the one month prior to entry into the clinical practice for a secondary vocational school student can shorten the clinical acclimatization period of nursing students.