新入职本科护士实施双导师制个性化培训中期效果研究

目的 了解新入职本科护士实施双导师制个性化培训中期的效果,为调整后期新入职护士规范化培养方案提供依据。方法 2018年7—12月在我院新入职的62名本科护士为对照组,实施传统跟班带教培训模式;2019年7—12月在我院新入职的62名本科护士为观察组,实行全程导师和专科导师“2对1”的双导师制培训模式,培训时间均为6个月。比较2组新入职本科护士培训6个月后理论及操作考核成绩、护士职业认同感、自我效能感。结果 2组新入职护士培训6个月后的理论、操作考核成绩、护士职业认同感、自我效能感进行比较,差异有统计学意义（P<0.05）。结论 个性化双导师制培训可增强新入职护士职业认同感和自我效能感,同时转变带教老师传统经验式带教观念,注重新入职护士个性化培训需求和岗位认同度理念的植入,更有利于引领护理专业价值观,加快护理人才培养和队伍建设。

Medium-term Effect of Personalized Dual-tutorial Training for Newly-enrolled Undergraduate Nurses

Objective To understand the medium-term effect of personalized dual-tutorial training for newly-enrolled undergraduate nurses, and to provide referencefor future standardized training program for new nurses. Methods From July 2018 to December 2018, 62 newly-enrolled undergraduate nurses in the Second Affiliated Hospital of Kunming Medical University were chosen as control group, and they received traditional training for 6 months; from July 2019 to December 2019, another 62 undergraduate nurses as observation group, in which dual-tutorial training system was performed for 6 months.Theoretical and operational assessment were conducted andnurses professional identity and self-efficacywere compared in the two groups. Results After 6 months of training, the score of theoretical and operational assessment,nurses professional identity and self-efficacy in the two groups indicated statistical significance (P<0.05). Conclusion Personalized dual-tutorial training is beneficial to enhancing professional identity and self-efficacy of new nurses, changing traditional experiential teaching concept, satisfying personalized training needs and post identity of new nurses, which is conducive to accelerating the cultivation of nursing talents and team building.