目的:通过数字化教学视频在手术室日常工作进行状态滚动播出,整合手术室日常工作中各项操作资料,整理成视频资料,配合文字讲解进行每日滚动播出是有效直观教学资料,运用数字化教学视频技术实施手术室教学培训也是教学管理中重要组成部...目的:通过数字化教学视频在手术室日常工作进行状态滚动播出,整合手术室日常工作中各项操作资料,整理成视频资料,配合文字讲解进行每日滚动播出是有效直观教学资料,运用数字化教学视频技术实施手术室教学培训也是教学管理中重要组成部分。方法:选择2016年07月至2018年12月在长海医院麻醉学部手术室轮转的规培护士,随机分为两组进行培训。对照组采用传统的集中分段式授课,每周两次,每次1小时面对面授课,培训一个月后进行考核。观察组采用传统教学结合数字化教学视频日常滚动播放的方法。在实施前后对护士的理论知识、护理技能考核,测评手术室护士的综合能力、医生患者对护理人员的满意度、护士对培训方法的满意度。结果:通过数字化教学视频系统培训的护士理论及护理操作成绩均优于传统教学;对培训方式的接受度观察组的护士明显优于对照组;手术医师和N4级护士对两组护理技能和应急处置能力考核的满意度评观察组高于对照组。结论:数字化教学视频模式能有效缩短手术室规培护理人员掌握技能知识,护理应急能力的掌握时间,提高手术室护理教学质量及效率,有利于规培护理人员手术室专科知识的掌握,提升规培护士的综合能力,能提高工作质量和效率,提高医护满意率。Objective: To use digital teaching videos to roll the status of daily operations in the operating room, integrate various operating data in the daily work of the operating room, organize them into video materials, and perform daily rolling broadcasts in conjunction with text explanations. It is effective and intuitive teaching materials. Video technology implementation of operating room training is also an important part of teaching management. Methods: Standardized training nurses who were rotated in the operating room of the Department of Anesthesiology, Changhai Hospital from July 2016 to December 2018 were randomly divided into two groups. The control group used the traditional centralized and segmented lectures, twice a week, one hour each time, face-to-face lessons, and evaluated after one month of training. The observation group used the traditional teaching method combined with the daily teaching of digital teaching videos. Before and after the implementation, the nurses’ theoretical knowledge and nursing skills were evaluated, the comprehensive ability of the nurses in the operating room, the satisfaction of doctors and patients to the nursing staff, and the satisfaction of the nurses to the training methods were evaluated. Results: The theory and nursing operation performance of the nurses trained by the digital teaching video system were better than the traditional teaching. The nurses in the observation group of the acceptance of the training methods were significantly better than the control group. The satisfaction rating of the surgeons and N4 nurses on the assessment of nursing skills and emergency treatment ability in the observation group was higher than that in the control group. Conclusion: Digital teaching video mode can effectively shorten the time required for nurses in the operating room to acquire skills, knowledge and emergency abilities, improve the quality and efficiency of nursing instruction in the operating room. It is conducive to mastering the operating room expertise of nursing staff, improving the comprehensive ability of nurses, improving the quality and efficiency of work, and improving the satisfaction rate of medical care.展开更多
文摘目的:通过数字化教学视频在手术室日常工作进行状态滚动播出,整合手术室日常工作中各项操作资料,整理成视频资料,配合文字讲解进行每日滚动播出是有效直观教学资料,运用数字化教学视频技术实施手术室教学培训也是教学管理中重要组成部分。方法:选择2016年07月至2018年12月在长海医院麻醉学部手术室轮转的规培护士,随机分为两组进行培训。对照组采用传统的集中分段式授课,每周两次,每次1小时面对面授课,培训一个月后进行考核。观察组采用传统教学结合数字化教学视频日常滚动播放的方法。在实施前后对护士的理论知识、护理技能考核,测评手术室护士的综合能力、医生患者对护理人员的满意度、护士对培训方法的满意度。结果:通过数字化教学视频系统培训的护士理论及护理操作成绩均优于传统教学;对培训方式的接受度观察组的护士明显优于对照组;手术医师和N4级护士对两组护理技能和应急处置能力考核的满意度评观察组高于对照组。结论:数字化教学视频模式能有效缩短手术室规培护理人员掌握技能知识,护理应急能力的掌握时间,提高手术室护理教学质量及效率,有利于规培护理人员手术室专科知识的掌握,提升规培护士的综合能力,能提高工作质量和效率,提高医护满意率。Objective: To use digital teaching videos to roll the status of daily operations in the operating room, integrate various operating data in the daily work of the operating room, organize them into video materials, and perform daily rolling broadcasts in conjunction with text explanations. It is effective and intuitive teaching materials. Video technology implementation of operating room training is also an important part of teaching management. Methods: Standardized training nurses who were rotated in the operating room of the Department of Anesthesiology, Changhai Hospital from July 2016 to December 2018 were randomly divided into two groups. The control group used the traditional centralized and segmented lectures, twice a week, one hour each time, face-to-face lessons, and evaluated after one month of training. The observation group used the traditional teaching method combined with the daily teaching of digital teaching videos. Before and after the implementation, the nurses’ theoretical knowledge and nursing skills were evaluated, the comprehensive ability of the nurses in the operating room, the satisfaction of doctors and patients to the nursing staff, and the satisfaction of the nurses to the training methods were evaluated. Results: The theory and nursing operation performance of the nurses trained by the digital teaching video system were better than the traditional teaching. The nurses in the observation group of the acceptance of the training methods were significantly better than the control group. The satisfaction rating of the surgeons and N4 nurses on the assessment of nursing skills and emergency treatment ability in the observation group was higher than that in the control group. Conclusion: Digital teaching video mode can effectively shorten the time required for nurses in the operating room to acquire skills, knowledge and emergency abilities, improve the quality and efficiency of nursing instruction in the operating room. It is conducive to mastering the operating room expertise of nursing staff, improving the comprehensive ability of nurses, improving the quality and efficiency of work, and improving the satisfaction rate of medical care.
