Application of "whole-jobs" double tutorial system in clinical nursing teaching

Abstract

Objective To analyze the effects of whole-jobs double tutorial system in clinical nursing teaching. Methods A total of 120 nursing students in the Second Affiliated Hospital of Wenzhou Medical University from 2013 to 2015 were randomly divided into the experimental group and control group with 60 cases respectively. Control group used the traditional jobs teacher teaching mode, while the experimental group adopted whole-jobs double tutorial system teaching mode. Clinical comprehensive ability and the nursing students' evaluation of the teaching mode were compared between two groups. Results After the practice, the score of the clinical comprehensive ability of the nursing students in the experimental group was (87.54±2.09) , while the score in the control group was (73.89±2.15) . There was statistically significant difference between two groups (t=1.781, P<0.05) . The satisfaction rates of nurses to the clinical whole-jobs were 96.7% in the experimental group and 90.0% in the control group, with statistically significant difference between two groups (χ2=6.287, P<0.05) . Conclusions The whole-jobs double tutorial system has significant teaching effects, with a high satisfaction of nursing students to the clinical teaching method, thus it can be promoted in clinical teaching of nursing students. Key words: Double tutorial; Nursing student; Teaching; Whole-jobs