新入职护士规范化培训中应用基于缺陷式情景模拟的工作坊带教效果

Effects of workshop teaching based on defect scenario simulation in standardized training for newly hired nurses

目的构建以提升新入职护士规范化培训效果的带教模式,并对新入职护士模拟教学行为能力、职业认同感进行评价。方法选取2019年6月—2022年6月本院新入职并进行规范化培训的172名护士,按照随机数字表法将其分为2组,每组各86名,其中对照组采用传统模式教学,观察组采用基于缺陷式情景模拟下工作坊带教模式,持续培训4周。比较2组考核成绩、模拟教学行为能力以及职业认同感。结果观察组理论、实践技能考核成绩分别为(92.39±3.16)分、(93.81±3.79)分,均高于对照组的(89.37±4.53)分、(90.69±3.82)分,差异均有统计学意义(P均<0.001);观察组目标与信息、支持与帮助、解决问题、引导性反馈、仿真性等各维度评分分别为(19.18±3.32)分、(16.54±1.39)分、(20.13±3.25)分、(16.89±1.25)分、(8.74±1.02)分,均高于对照组的(15.54±2.48)分、(14.45±1.29)分、(18.74±2.89)分、(14.23±1.31)分、(7.52±0.67)分,差异均有统计学意义(P均<0.05);观察组自我效力感和把握感、一致感、组织影响感、有意义感各维度评分分别为(35.41±3.15)分、(17.58±1.82)分、(25.42±1.78)分、(21.58±1.79)分,均高于对照组的(31.78±3.46)分、(15.42±1.67)分、(22.74±2.01)分、(19.27±1.85)分,差异均有统计学意义(P均<0.001)。结论基于缺陷式情景模拟的工作坊带教模式具有良好的教学效果,有助于提高新入职护士模拟教学行为能力,增强职业认同感,提升实践技能考核成绩,值得临床推广应用。

Objective This study constructed a teaching model to enhance the effect of standardized training for newly hired nurses,and evaluate nurses’ability to simulate teaching behavior and professional identity.Methods A total of 172 newly hired nurses selected from Fuding City Hospital underwent standardized training from June 2019 to June 2022,and were divided into two groups through a random number table method,with 86 members per group.The traditional teaching methods were followed in the control group,whereas workshop teaching methods based on defect scenario simulation were followed in the observation group.After continuous training for four weeks,assessment scores,simulated teaching be⁃havior ability,and professional identity were compared between groups.Results The theoretical and practical skill assess⁃ment scores of the observation group were 92.39±3.16 and 93.81±3.79,respectively;these scores were higher than those in the control group:89.37±4.53 and 90.69±3.82,respectively,and the differences were statistically significant(both P<0.001).The observation group scored 19.18±3.32,16.54±1.39,20.13±3.25,16.89±1.25,and 8.74±1.02 in the dimen⁃sions of goal and information,support and assistance,problem⁃solving,guiding feedback,and simulation,respectively;these scores were higher than those the control group:15.54±2.48,14.45±1.29,18.74±2.89,14.23±1.31,and 7.52±0.67,respectively,and the differences were statistically significant(allP<0.05).Thescoresforself⁃efficacy,senseof control,sense of consistency,sense of organizational influence,and sense of significance in the observation group were 35.41±3.15,17.58±1.82,25.42±1.78,and 21.58±1.79,re⁃spectively;these scores were higher than those in the control group:31.78±3.46,15.42±1.67,22.74±2.01,and 19.27±1.85,respectively,and the differences were statistically significant(all P<0.001).Conclusions The workshop teaching model based on defect scenario simulation improved simulation teaching behavior ability among newly hired nurses,enhanc⁃ing their professional identity,and improving their assessment results of practical skills.This model is therefore worthy of promoting and applying in clinical practice.