问题-措施-结果教学法在新进护士规范化培训中的应用研究

The Application of Problem-intervention-outcome Teaching Method in the Normalization Training of New Nurses

目的探讨问题-措施-结果(PIO)教学法在新进护士规范化培训中的应用效果。方法选择2011年-2013年新招聘的101名护士为研究对象,其中2011年8月-2012年7月招聘42名归为A组,2012年8月-2013年7月招聘59名纳入为B组,两组均进行规范化培训,B组在此基础上行PIO教学,比较两组护士各阶段的操作、理论考核、单独值班、不良事件的发生及满意度情况。结果两组护士第2阶段的理论及操作考核情况差异有统计学意义(t=3.44、2.86,P<0.05);单独值班时间、不良事件发生情况、对规范化培训中教学方法的满意度差异均有统计学意义(t=2.94,χ2=8.45,Z=-2.05;P<0.05)。结论 PIO教学法不仅可提高新护士工作学习的积极、主动性,同时还可减少护理不良事件的发生,提高了医疗护理质量,保证了患者的安全,值得在临床推广应用。

Objective To investigate the effects of problem-intervention-outcome（P-I-O） teaching method on the normalization training of new nurses. Methods A total of 101 new nurses from 2011 to 2013 were included in this research. Forty-two new nurses who were invited from August 2011 to July 2012 were distributed into group A, and 59 new nurses who were invited from August 2012 to July 2013 were distributed into group B. Both groups accepted normalization training. Group B accepted P-I-O teaching at the same time. We assessed the differences in operating, theory, attendance, the rates of harmful events and the degree of satisfaction between the two groups. Results Theory and operating between the two groups had signifi cant differences（t=3.44, 2.86; P 〈0.05）. Attendance, rates of harmful events and the degree of satisfaction all had signifi cant differences between the two groups（t=2.94, χ^2=8.45, Z=-2.05; P 〈0.05）. ConclusionsThe application of P-I-O teaching method in the normalization training of new nurses can stimulate their study interest and enthusiasm, transit their role faster, as well as reduce the rates of clinical harmful events and elevate the quality of care. Thus, it is worthy of being popularized in clinical nursing care.