以能力和问题为双导向护士规范化培训策略的教学实践

目的探讨以能力和问题为双导向护士规范化培训策略(APBSTS)的教学效果。方法回顾性比较两种护士规范化培训方法的培训效果。选择2008年7月入职的52名护士(双导组),采用APBSTS培训方法,培训中使用临床基本能力评核表培训3年(2008-2011年);另外选择2007年7月入职的64名护士(传统组),采用传统的规范化培训方法进行培训3年(2007-2010年)。结果在规范化培训期间,双导组护士26人次获奖(50.0%),8人(15.4%)被选为医院护理人才培养对象,科室留用47人(90.4%),离职5人(9.6%);均分别优于传统组的15人次(23.4%)、3人(4.7%)、48人(75.0%)和16人(25.0%)(P<0.05)。结论采用APBSTS培训方法,在培训中注重个体化持续全程跟进,能提升低年资护士的临床护理能力,加快其专业成长进程。

Teaching practice in training junior nurse with the ability-problem bidirectional standardization strategy

Objective To investigate the outcomes of training junior nurse with the ability-problem bidirectional standardization training strategy(APBSTS).Methods The junior nurses gradulated from school were assgined into two groups of A(52 nurses,received APBSTS training with the evaluation list of basic clinical capacibility for three years of 2008 to 2011) and B(64 nurses,received conventional training for three years of 2007 to 2010).Results During three years of training,the rates of getting reward(50.0% vs.23.4%),being chosen as an object for training a nurse with ability(15.4% vs.4.7%),recepted as nursing starf in teaching hospital(90.4% vs.75.0%),were all higher in group A than those in group B(P<0.05).The rate of dimission during training was lower in group A than that in group B(15.4% vs.25.0%)(P<0.05).ConclusionCompared to the conventional training program,training junior nurse with APBSTS strethens individualization and whole course,which is helpful in improving the ability of clinical nursing and expediting the progress in nursing speciality.