Zhong Xiaoli, Liu Xiuzhi, Sheng Yan
Department of Child Healthcare, Xiangyang No. 1 People's Hospital, Hubei University of Medicine, Xiangyang, China.
Vaccination Clinic, Juxian Hospital of Traditional Chinese Medicine, Rizhao, China.
Transl Pediatr. 2021 Aug;10(8):2016-2023. doi: 10.21037/tp-21-214.
This study was carried out based on the background that sharp nurse-patient conflicts in the pediatric outpatient department lead to a high turnover rate of nurses.
A total of 68 nurses working in the pediatric outpatient department of Xiangyang No. 1 People's Hospital were selected as the study subjects, and randomly divided into an experimental group (n=34) and a control group (n=34). Nurses in the control group received a traditional pediatric nursing teaching model, while those in the experimental group received a traditional pediatric nursing teaching model combined with the humanistic care teaching model. The effect of these two nursing teaching models on nurse-patient conflicts in the pediatric outpatient department and the turnover intention of nurses was then compared and analyzed.
There were no significant differences in personal information between the two groups (P>0.05). The strain capacity, operational capacity, nurse-patient communication skills, autonomous learning ability, and teamwork ability of the nurses in the experimental group after training were significantly higher than those in the control group (P<0.05). Both groups after training had significantly higher scores on a professional identity scale than before training, and nurses in the experimental group had significantly higher scores of professional identity than those in the control group (P<0.001). The turnover intention of the nurses in the experimental group were significantly lower than those in the control group (P<0.001). The problem solving ability of nurses in the experimental group was significantly better than that in the control group (P<0.001). Scores in the domains of waiting to see the doctor, the health knowledge education, the ward environment, and nursing quality of nurses in `the experimental group were significantly higher than those in the control group (P<0.001).
The humanistic care teaching model can significantly improve the professional identity and problem solving ability of nurses in facing different nurse-patient conflicts with significant effect and is worthy of application and popularization in clinical nursing teaching.
Chinese Clinical Trial Registry ChiCTR2100048751.
本研究基于儿科门诊尖锐的护患冲突导致护士高离职率这一背景开展。
选取襄阳市第一人民医院儿科门诊工作的68名护士作为研究对象，随机分为实验组（n = 34）和对照组（n = 34）。对照组护士接受传统儿科护理教学模式，实验组护士接受传统儿科护理教学模式结合人文关怀教学模式。然后比较分析这两种护理教学模式对儿科门诊护患冲突及护士离职意愿的影响。
两组护士个人信息差异无统计学意义（P > 0.05）。实验组护士培训后的应变能力、操作能力、护患沟通能力、自主学习能力和团队协作能力均显著高于对照组（P < 0.05）。两组护士培训后的职业认同感量表得分均显著高于培训前，且实验组护士的职业认同感得分显著高于对照组（P < 0.001）。实验组护士的离职意愿显著低于对照组（P < 0.001）。实验组护士的问题解决能力显著优于对照组（P < 0.001）。实验组护士在候诊、健康知识教育、病房环境及护理质量等方面的得分显著高于对照组（P < 0.001）。
人文关怀教学模式能显著提高护士面对不同护患冲突时的职业认同感和问题解决能力，效果显著，值得在临床护理教学中推广应用。
中国临床试验注册中心ChiCTR2100048751
