Applied Research Of Ladder Progressive Education In Nursing Humanistic Care Ability Training Mode

Objective The purpose of this study is to understand the current situation of the students of higher vocational education's humanistic caring capability,to build a stepped progressive nursing humanistic care teaching mode,to promote the humanities quality of nursing staff to provide effective teaching mode and method,to carry out humanistic care quality combined with professional course of nurse training,set up feasible humanities teaching framework system,provide nursing talents for the development of nursing career in China.Methods At the beginning of the study,we consult the literatures,built the progressive ladder type nursing humanities teaching training mode.When the frame system was build,we invite experts from Dalian Medical university school of nursing and health school in Anshan higher vocational nursing students,aiming at the existing problem of teaching mode to revise,evaluate the effect of the method again and apply this method in the teaching.This study use historical control analysis method,select the 14 th and 15 th grade nursing students in Anshan nursing school.Select 88 nursing students of higher vocational education of 14 th grade and 88 nursing students of higher vocational education of 15 th grade by group sampling technique.The control group use traditional practice teaching mode,the students watch the video of the course before the class,teachers use traditional teaching mode in class,the students use group learning method operating practice,teachers give regular humanistic care to the students on the operation instruction,homework after class.The experimental group adopts the ladder progressive teaching method.1.Lead learning and task leading.2.Create situations and introduce new courses.3.Situation stripping and process decomposition.4.Role playing and process reappearance.5.Assignment and extension.The whole evaluation was divided into two parts,and the general situation questionnaire and care capacity scale(pre-test)were issued for the first time to 14 th grade students.For the second time,the care ability scale(post-test)was issued for the 14 th grade,and the general situation questionnaire and the care ability rating scale(pre-test)were issued for the 15 th level.After the classes,the care ability scale(post-test)was issued to 15 th grade.Collect data and input it for statistical analysis.Results 1.Comparison of humanistic care ability between the experimental group and the control group before the study.The differences in cognition score,courage score and patient score between the two groups before the study were not significant(P=0.301;P= 0.095;P=0.207),indicating that there is no significant difference in the basic humanistic care ability in the two groups in the same situation,and it has the balance comparability.2.Comparison of humanistic care ability between the experimental group and the control group after the study.There was significant difference between the two groups' cognitive scores,courage scores and patient scores(P =0.033;P = 0.007;P = 0.036);Control group total score increased an average of 0.063,after the study intervention group increased an average of 1.667 of total score in two groups in general.In the same situation,there is observably promotion in the intervention group after the progressive ladder type nursing humanities teaching mode,compared with the control group nursing humanities ability.3.Comparison of the change of humanistic care ability in the two groups.The cognitive score of intervention group(15th grade),before and after teaching,was 4.384 ± 0.59 and 4.533±0.58,,the courage score was 5.303± 0.54 and 5.560± 0.57,the patience score was 5.021 ± 0.88 and 0.88 ± 0.81.Their comparison was executed before and after the study,the paired-samples T test were used to analyze the data,and the difference was statistically significant(P = 0.000 and P = 0.000 and P = 0.000),shows through lectures,the intervention-group`s cognition,courage and patience score have significantly improvement.4.Multiple linear regression analysis.In this study,the CAI scores` increase of different nursing students after the class are different,and the control group(14)and intervention group(15)in the case of some natural is different,too.In order to eliminate these effects and find the main factors affecting the total score of CAI,we use the CAI scores` increase before and after the intervention of difference as the dependent variable,and the project("Group ","Only children","Accept a humanistic care education","Address" and " The first volunteer fill")as the independent variable for multiple linear regression analysis.The results show that the "Group" as the main influence factors,that is,the progressive ladder type nursing humanities teaching mode occupies the largest proportion in all factors."Group","Only children","Accept a humanistic care education" and "The first volunteer fill" are the secondary factors,which promote that nursing humanistic care ability,too,but relative to the main factors the affect is smaller,after the control of these factors,the intervention is still valid.Conclusion 1.Ladder progressive nursing humanistic care teaching training mode can improve the humanistic care ability of nursing students.2.Ladder progressive nursing humanistic care teaching training mode can improve the courage dimension of the humanistic care ability of nursing students 3.This study,verified by intervention study,proved that the nursing humanities quality could be enhanced by nursing clinical practice course,the overall level of humanistic care ability of nursing students and courage,cognition,patient dimension scores have been increased a lot,the courage dimension score got the biggest increase.