以双向需求为导向的教育模式在低年资护士临床培训中的应用

Application of the Two-way Demand-oriented Education Model in the Clinical Training of Junior Nurses

目的探究以双向需求为导向的教育模式在我院低年资护士临床培训中的应用效果。方法选取2018年1月至2019年12月在我院工作的70名低年资护士为研究对象,采用随机数字表法分为对照组(n=35)和观察组(n=35)。对照组采用传统培训方法,观察组在对照组基础上实施以双向需求为导向的教育模式。培训6个月后,比较两组考核合格率、学习动机、职业认同感和综合能力。结果观察组理论和操作考核成绩、合格率均高于对照组;培训后两组学习动机量表评分均有明显提高,且观察组外生动机和内生动机维度评分显著高于对照组;培训后观察组护士职业认同量表评分高于对照组;观察组操作熟练度、工作配合默契度、应急应变能力和沟通交流能力均高于对照组。结论在我院低年资护士临床培训中应用以双向需求为导向的教育模式能提升培训效率,增强低年资护士的学习动机和职业认同感,提高其理论知识水平和操作技能,从而全面提升综合能力。

Objective To investigate the effectiveness of the two-way demand-oriented education model in the clinical training of junior nurses in our hospital.Methods 70 junior nurses working in our hospital from January 2018 to December 2019 were selected for the study and were divided into the control group(n=35)and the observation group(n=35)by using the random number table m-ethod.The control group used traditional training methods,while the observation group implemented a two-way demand-oriented education model based on the control group.After 6 months′training,the two groups were compared in terms of assessment pass rate,learning motivation,professional identity and general competence.Results The theoretical and operational assessment results and pass rate of the observation group were higher than those of the control group;after training,the learning motivation scale scores of the two groups were significantly improved,and the scores of exogenous and endogenous motivation dimensions in the observation group were significantly higher than those in the control group;after training,the nurses′professional identity scale scores in the observation group were higher than that in the control group;the operational proficiency,work cooperation tacit understanding,emergency response ability and communication ability of the observation group were higher than those of the control group.Conclusion The application of two-way demand-oriented education model in the clinical training of junior nurses in our hospital can improve the training efficiency,enhance the learning motivation and professional identity of junior nurses,improve their theoretical knowledge level and operational skills,and comprehensively improve their overall ability.