RESUMEN
Objective:To explore the application effect of multi-mode teaching guided by objective management in the standardized training of nursing students.Methods:A total of 39 standardized training nursing students from April 2019 to April 2020 in the department of oncology of a tertiary hospital were selected as the control group by cluster sampling method and they received traditional teaching; 40 standardized nursing students in the department of oncology from June 2020 to June 2021 were selected as the experimental group and the group adopted multi-mode teaching guided by objective management. The differences of theoretical and operational assessment scores, teaching satisfaction, critical thinking ability and nurse-patient communication ability between the two groups were studied. SPSS 20.0 was used for t-test and Chi-square test. Results:The scores of theoretical assessment [(86.17±3.74) vs. (83.92±4.93)] and operational assessment [(92.83±2.19) vs. (90.74±3.52)] in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The teaching satisfaction of the experimental group was higher than that of the control group [(46.10±2.96) vs. (42.67±2.45)], and the difference was statistically significant ( P<0.05). There were statistically significant differences in critical thinking, intellectual curiosity and analytical skills ( P<0.05). In terms of nurse-patient communication ability, except that there was no difference in collecting information, the rest were statistically significant( P<0.05). Conclusion:Multi-mode teaching guided by objective management can improve the theoretical and operational ability of nurses, nurse-patient communication ability, and teaching satisfaction.
RESUMEN
Under the guidance of the teaching goal management philosophy, process and result quality of teaching task and its implementation are transformed into the goal scores of teachers, clinical departments and teaching research departments. Teaching administration departments regularly conduct tar-geted work inspection, collect relevant data for statistical analysis, feedback and request the corresponding improvement. In order to improve the efficiency of clinical teaching management and realize the seamless connection between clinical teaching management and clinical teaching, by combing the associations of clinical teaching, learning, management, information technology is used to establish the corresponding teaching work module. Meanwhile, by data analysis of clinical first-line teaching tasks and implementation process, the real-time information input and the summary statistics feedback output system of teaching, learning and management is established,so that the synchronization of teaching and teaching quality moni-toring can be realized, teaching documents are normalized and paperless office can be achieved.
RESUMEN
Objective: Through managing objectives in our hospital, promote the hospital management. Methods:Use expert advice method to establish the target assessment index system, with the weighted index method to calculate the final score. Results: According to the characteristics of the department, develop differentiated, personalized indicators; objective management system consists of 3 level indicators medical examination standard (680 points), scientific research and teaching standards (220 points), departmental management assessment criteria(100 points), and 45 secondary indicator of internal medicine, surgical 49 second-level indicators. Conclusion: Objective management is the starting point of the hospital and meticulous management, and implementation of objective management enhance the awareness of the collective participation of the medical staffs at all levels, so that the department changes from passive management to active management, and it enhances department execution and promotes the hospital science directly.