基于认知负荷理论的阶梯式培训应用于新护士的效果评价

目的 探讨基于认知负荷理论的阶梯式培训在新护士中的应用效果。方法 采用便利抽样法,抽取2017年7月—2018年7月我院新护士115例作为研究对象。2017年7月新入职护士52名为对照组,采用传统培训方式进行培训;2018年7月新入职护士63名为观察组,采用基于认知负荷理论的阶梯式培训方法进行培训,培训时间均为9个月。比较2组新护士培训9个月后的理论和站点式操作考核成绩、培训负荷得分情况。结果 培训9个月后,观察组新护士培训负荷总分及各维度得分均低于对照组（P<0.01）,理论和站点式操作考核成绩高于对照组（P<0.05）。结论 与传统培训方法相比,基于认知负荷理论的阶梯式培训,降低了新护士培训负荷水平,提高了培训效果。

Effect of Ladder Style Training Based on Cognitive Load Theory on New Nurses

Objective To explore the effect of ladder style training based on cognitive load theory on new nurses. Methods With convenient sampling, 115 new nurses joined the hospital were chosen as research object from July 2017 to July 2018.52 new nurses joined the hospital in July 2017 were chosen as control group and 63 joined the hospital in July 2018 as observation group. In the control group, conventional training methods were taken and in the observation group, ladder style training based on cognitive load theory was performed. The training in the both groups lasted 9 months. Performance of nurses in the both groups in terms of theoretical test, site operation assessment and the score of training load was compared. Results The total score of training load and the score or each dimension in the observation group were lower than those in the control group (P<0.01) but the score of theoretical test and site operation assessment in the observation group were higher than those in the control group (P<0.05). Conclusion Ladder style training based on cognitive load theory is conducive to reducing training load and improving the training effect.