Analysis of the Application of Students Self-management in Nursing Operation Teaching

Abstract

To analyze the effect of self-management in nursing operation teaching and explore its application value. Methods: 60 cases of nurses from nursing students in our school are chosen as the study object from September 2017 to January 2018. They are randomly divided into control group (30 cases) and observation group (30 cases). The control group of nurses only uses the traditional mode of nursing operation teaching, while in the observation group, the self-management in nursing operation teaching is implemented, and finally compare the teaching effects of the two groups according to relevant data. Results: There is no significant difference between the two groups of nurses in the final evaluation of nursing theory (P>0.05). In the final scores in nursing practice assessment and clinical practice, the nursing students in the observation group are significantly higher than the control group, and the difference between the two groups is significant (P< 0.05). Conclusion: That the application of self-management in nursing operation teaching of the nursing students can effectively stimulate the students' potential, strengthen their sense of responsibility, and improve their practical abilities. Keywords—self-management, nursing operation teaching, practical ability With the continuous development of medical industry and the continuous improvement of people's living standards in China, people pay more and more attention to their own health, and have greater expectations and higher requirements for the service quality of the medical nursing care industry [1]. In order to meet the needs of the society, it is necessary to start from the root, and to import high-standard talents for the medical nursing care industry by cultivating nursing staff with strong professionalism, high quality and outstanding nursing practice ability [2]. In this research, the mode of student self-management in the nursing operation teaching is adopted to teach nursing students, and its application effect is ideal. The specific report is shown as follows. I. INFORMATION AND METHOD A. General information 60 cases of nurses from nursing students in our school are chosen as the study object from September 2017 to January 2018. And all of them are female. They are randomly divided into control group (30 cases) and observation group (30 cases). The age distribution of the nurses in the control group is 20-22 years old, and the median age was (20.84±1.07) years old, with the theoretical scores of (80.41±13.22) at the time of enrollment. And the age distribution of the nurses in the observation group is 19-22 years old, and the median age was (20.31±1.49) years old, with the theoretical scores of (81.05±12.62) at the time of enrollment. There are no significant differences between the two groups in terms of age, gender, and theoretical scores of admission (P>0.05), which was comparable. B. Method The control group of nurses only uses the traditional mode of nursing operation teaching, while in the observation group, the self-management in nursing operation teaching is implemented. Nursing students from the observation group are subdivided into six groups, and each group consists of 5 people, with a team leader. In order to maximize the student self-management, each group has its own special cabinet for nursing supplies, which contains a full set of nursing products required for the teaching of nursing operations. In the classroom of nursing operation teaching, the student is the absolute subject, and the teacher only plays the role of guidance and assistance. Before the class begins, the leader of each group will collect the keys from the special nurses of the nursing products, and lead the team members to receive the necessary nursing supplies in an orderly manner according to the requirements of the teachers. During the class, the teachers take a little time to demonstrate the necessary nursing operation teaching for the students. And then, the team members work together to complete the teaching content. After the class, students check the nursing supplies independently to ensure the integrity of them. After reporting to the team leader, the team leader checks them again, and finally records and signs the nursing supplies on the record book, closes the special cabinet for nursing supplies and returns the keys to the administrator. If there is any problem with the care products during the class, the team members should report the team leader in time and work together with the team leader. And if it is difficult to solve the problem on their own, the team leader should report it to the nursing supplies management teacher. In addition, when it is found that the care products are damaged or missing, the management teacher must be reported immediately to actively find out the cause of the problem. In order to avoid unnecessary situations and achieve supervisory self-management mode to the maximum extent, the college regularly arranges 8th International Conference on Education and Management (ICEM 2018) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Economics, Business and Management Research, volume 75