隐性知识教学在新入职护士沟通能力培养中的应用

目的 探讨隐性知识教学在新入职护士沟通能力培养中的应用效果。方法 采用便利抽样法选取上海健康医学院附属周浦医院的85名新入职护士为研究对象。将2019年7月的45名新入职护士设为对照组，根据《新入职护士培训大纲（试行）》的要求采用传统培训方法；将2020年7月的40名新入职护士设为观察组，在对照组基础上增加隐性知识教学。干预12个月后，比较两组新入职护士的沟通能力、自我效能、患者护理满意度以及因沟通不良导致的患者投诉事件发生率。结果 干预后，观察组新入职护士的沟通能力得分、一般自我效能得分、患者护理满意度得分均高于对照组，差异均有统计学意义（P<0.05）。观察组新入职护士观察期内因沟通不良导致的投诉事件发生率为2.50%，低于对照组的15.56%，差异有统计学意义（P<0.05）。结论 隐性知识教学可提高新入职护士的沟通能力、一般自我效能及患者对新入职护士的护理满意度，减少因沟通不良导致的患者投诉事件发生。

Application of nursing tacit knowledge in the cultivation of communication ability of new nurses

Objective To explore the application effect of nursing tacit knowledge on the cultivation of communication ability of new nurses. Methods 85 new nurses from a tertiary general hospital in Shanghai in July 2019 and July 2020 were included according to the inclusion and exclusion criteria. Among them, 46 people in the control group were trained and taught according to the requirements of standardized training for new nurses, and 42 people in the experimental group were trained in nursing tacit knowledge on the basis of standardized training for new nurses for 12 months. Results The scores of communication ability and general self-efficacy of new nurses in the experimental group were significantly higher than those in the control group (P < 0.05). The incidence of adverse events caused by poor communication in the experimental group was lower than that in the control group (P < 0.05).Conclusion Nursing tacit knowledge training can improve the communication ability and general self-efficacy of new nurses and reduce the occurrence of adverse events. It is worthy of clinical promotion.