床旁专科培训在工作2～5年护士专科能力培训中的应用效果

目的探讨床旁培训在工作2—5年护士专科能力培训中的效果。方法采用随机整群抽样的方法选择某院6个内科及6个外科科室，采用随机数字表法将3个外科及3个内科的45名工作2～5年护士作为观察组，将另外3个外科及3个内科的43名工作2～5年护士作为对照组，对照组采用常规培训方法，观察组采用床旁专科培训方法。比较实施前后两组护士对培训的满意度、专科理论知识评分及专科综合能力评分。结果实施后观察组45名护士对培训的满意度为95．6％，高于实施前的77．8％，差异有统计学意义（x2=4．377，P〈0．05），专科理论知识测评成绩为（80．4±16．5）分，高于实施前的（69．8±13．6）分，差异有统计学意义（t=4．862，P〈0．01）；实施后对照组43名护士对培训的满意度为83．7％，低于观察组，差异有统计学意义（X2=3．354，P〈0．05），专科理论知识测评成绩为（72．7±17．6）分，低于观察组，差异有统计学意义（t=2．110，P〈0．05）。实施后观察组的专科综合实践能力中护士的沟通交流、专科实践操作、专科健康教育指导、运用专科知识观察发现问题的能力、运用专业知识分析解决问题能力测评成绩分别为（5．8±1．8），（6．8±1．5），（5．9±1．3），（6．4±1．7），（6．0±2．0）分，高于实施前的（4．9±2．0），（5．8±1．5），（4．9±2．1），（5．4±1．2），（5．1±1．3）分，差异有统计学意义（t分别为2．244，3．162，2．716，3．224，2．531；P〈0．05）；实施后两组护士的沟通交流、专科实践操作、专科健康教育指导、运用专科知识观察发现问题的能力测评成绩比较差异有统计学意义（t分别为2．282，2．553，2．235，2．344；P〈0．05）。结论床旁专科培训能明显改善工作2—5年护士的培训满意度、专科知识及专科综合实践能力，值得广大护理管理者及教育工作者借鉴及使用。

The application effectiveness of bedside teaching in specialized ability training among the nurses who worked for 2-5 years

Abstract] Objective To explore the effectiveness of bedside teaching and training in specialized ability training among the nurses who worked for 2-5 years. Methods Cluster random sampling was used for investigation of 6 medical wards and 6 surgical wards selected from a hospital. And all study subjects were divided into two groups by random number table method： 45 nurses who worked for 2-5 years from 3 medical wards and 3 surgical wards in the experiment group, and 43 nurses who worked for 2-5 years from another 3 medical wards and 3 surgical wards in the control group. The nurses in the control group were given the conventional training, and the nurses in the experiment group were given specialty training and teaching by the bed. The nurses＇ satisfaction with training l theoretical knowledge and comprehensive abilities in the two groups of nurses were evaluated by the satisfaction questionnaire, closed-book exam and comprehensive capacity evaluation form, respectively. Results In the observation group of 45 nurses, the nurses＇ satisfaction with training after the implementation of training was 95.6 % , and higher than 77.8% before the implementation of training, the difference was statistically significant between after and before the implementation of training （ X2 = 4. 377, P 〈 0.05 ） ; the score of theoretical knowledge after the implementation of training was （ 80.4 _＋ 16.5 ）, and higher than （69.8 -＋ 13.6） before the implementation of training, the difference was statistically significant between after and before the implementation of training （ t = 4. 862, P 〈 0.01 ）. After the implementation of training, the nurses＇ satisfaction with training in the control group of 43 nurses was 83.7%, and lower than that in the observation group, the difference was statistically significant between the two groups （ X2 = 3. 354, P 〈 0.05） ; the score of theoretical knowledge in the control group was （72.7 ± 17.6）, and lower than that in the observation group, the difference was statistically significant between the two groups （ t = 2.110, P 〈 0.05 ）. In the observation group, the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem by using the specialized knowledge were （5.8 ± 1.8 ）, （6.8 ±1.5 ）, （5.9 ±1.3 ）, （6.4 ± 1.7 ） and （ 6.0 ± 2.0） after the implementation of training, respectively, which were higher than those of（4.9±2.0）, （5.8±1.5）, （4.9±2.1）, （5.4±1.2） and （5.1±1.3） before the implementation of training points, these differences were statistically significant （t = 2. 244, 3. 162, 2. 716, 3. 224, 2. 531, respectively; P 〈0.05 ）. After the implementation of training, there were statistically significant differences between the two groups on the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem （ t = 2. 282,2. 553,2.235,2. 344, respectively; P 〈 0.05 ）. Conclusions The application of bedside teaching in specialized ability training can significantly improve the nurses＇ satisfaction with training, theoretical knowledge and comprehensive abilities among the nurses who worked for 2-5 years, which is worth of nurse managers and educators to learn and use.