基于中华护理学会团体标准的双导师带教模式在新入职护士中的应用

doi:10.3760/cma.j.issn.1007-1245.2024.12.034

国际医药卫生导报 ›› 2024, Vol. 30 ›› Issue (12): 2097-2101.DOI: 10.3760/cma.j.issn.1007-1245.2024.12.034

基于中华护理学会团体标准的双导师带教模式在新入职护士中的应用

赵芳¹ 孙彦奇² 田勤菊³

¹济宁医学院附属滕州市中心人民医院皮肤科，滕州　277500；²济宁医学院附属滕州市中心人民医院重症医学科，滕州　277500；³济宁医学院附属滕州市中心人民医院静脉配置室，滕州　277500

收稿日期:2024-01-25 出版日期:2024-06-15 发布日期:2024-06-26
通讯作者: 田勤菊，Email：13563209988@163.com
基金资助:
2022年徐州医科大学高等教育教改研究重点课题（Xjylczx202206）

Application of double tutor teaching mode based on the group standards of the Chinese Nursing Association in new nurses

Zhao Fang¹, Sun Yanqi², Tian Qinju³

¹Department of Dermatology, Tengzhou Central People's Hospital Affiliated to Jining Medical College, Tengzhou 277500, China; ²ICU, Tengzhou Central People's Hospital Affiliated to Jining Medical College, Tengzhou 277500, China; ³Venous Configuration Room, Tengzhou Central People's Hospital Affiliated to Jining Medical College, Tengzhou 277500, China

Received:2024-01-25 Online:2024-06-15 Published:2024-06-26
Contact: Tian Qinju, Email: 13563209988@163.com
Supported by:
Key Research Project of Higher Education Reform in Xuzhou Medical University in 2022 (Xjylczx202206)

摘要/Abstract

摘要：

目的　探究基于中华护理学会团体标准的双导师带教模式在新入职护士中的应用效果。方法　采用便利抽样法选取济宁医学院附属滕州市中心人民医院2022年1月至2023年9月85名新入职护士，简单随机分成常规组（43人）和标准组（42人）。常规组男12人，女31人，年龄（23.27±4.16）岁；标准组男15人，女27人，年龄（22.98±3.09）岁。常规组按《临床护士规范化培训试行办法》中的培训策略进行管理；标准组基于中华护理学会团体标准实施双导师带教模式，双导师分别为护理部导师及临床导师，护理部导师为固定的导师，负责新入职护士的整个培训过程，临床导师随科室进行交接，每个科室由一名临床老师负责且为一对一带教。两组均实习带教40周。记录对比常规组和标准组理论成绩和操作成绩、护士临床综合能力、自我效能及满意度。采用t检验、χ²检验。结果　标准组的理论成绩及操作成绩高于常规组［（95.33±6.25）分比（80.27±5.03）分，（90.17±5.43）分比（82.06±6.26）分］（均P<0.05）。标准组的临床综合能力各项评分均高于常规组，差异均有统计学意义（均P<0.05）。培训前，标准组和常规组的一般自我效能感量表（GSES）分值差异无统计学意义［（20.12±10.11）分比（20.67±10.36）分］（P>0.05）；培训后，标准组和常规组的GSES分值高于培训前，且培训后标准组的GSES分值高于常规组［（33.28±10.27）分比（26.71±8.31）分］，差异均有统计学意义（均P<0.05）。标准组新入职护士对教学内容、教学方式、教学安排的满意度高于常规组［（29.06±4.79）分比（23.08±4.17）分，（32.68±4.02）分比（27.02±4.79）分，（36.41±6.17）分比（31.68±6.22）分］，差异均有统计学意义（均P<0.05）。结论　基于中华护理学会团体标准的双导师带教模式能提高新入职护士的理论成绩和团体标准操作成绩，提升新入职护士的临床综合能力、自我效能，具有较高的满意度。

关键词:

中华护理学会团体标准, 双导师带教模式, 新入职护士

Abstract:

Objective　To explore the application effect of double tutor teaching mode based on the group standards of the Chinese Nursing Association in new nurses. Methods　A total of 85 newly enrolled nurses from Tengzhou Central People's Hospital Affiliated to Jining Medical College from January 2022 to September 2023 were selected by convenience sampling method, and were simply randomly divided into a routine group (43 cases) and a standard group (42 cases). In the routine group, there were 12 males and 31 females, aged (23.27±4.16) years. In the standard group, there were 15 males and 27 females, aged (22.98±3.09) years. The routine group was managed by the training strategies in the Trial Measures for Standardized Training of Clinical Nurses, while the standard group implemented the double-tutor teaching mode based on the group standards of the Chinese Nursing Association. The double tutors included a nursing department tutor and clinical tutors, respectively. The tutor of nursing department was a fixed supervisor who was responsible for the whole training process of new nurses; the clinical tutors were handed over with departments, and each department was in charge of one-to-one teaching by a clinical teacher. Both groups were taught for 40 weeks.The theoretical and operational achievements, clinical comprehensive ability, self-efficacy, and satisfaction of the nurses in the routine group and the standard group were recorded and compared. t test and χ² test were used. Results　The theoretical and operational scores of the standard group were higher than those of the routine group [(95.33±6.25) points vs. (80.27±5.03) points, (90.17±5.43) points vs. (82.06±6.26) points] (both P<0.05). The scores of each item of clinical comprehensive ability of the standard group were higher than those of the routine group, with statistically significant differences (all P<0.05). Before training, there was no statistically significant difference in the score of General Self-Efficacy Scale (GSES) between the standard group and the routine group [(20.12±10.11) points vs. (20.67±10.36) points] (P>0.05). After training, the GSES scores of the standard group and the routine group were higher than those before training, and the GSES score of the standard group was higher than that of the routine group [(33.28±10.27) points vs. (26.71±8.31) points], with statistically significant differences (all P<0.05). The satisfaction scores of new nurses in the standard group on teaching content, teaching method, and teaching arrangement were higher than those in the routine group [(29.06±4.79) points vs. (23.08±4.17) points, (32.68±4.02) points vs. (27.02±4.79) points, (36.41±6.17) points vs. (31.68±6.22) points], with statistically significant differences (all P<0.05). Conclusion　The double tutor teaching mode based on the group standards of the Chinese Nursing Association can improve the theoretical and group standard operation performance of new nurses, improve their clinical comprehensive ability, and increase their self-efficacy, with high satisfaction.

Key words:

Group standards of the Chinese Nursing Association, Double tutor teaching mode, New nurses

赵芳孙彦奇田勤菊.

基于中华护理学会团体标准的双导师带教模式在新入职护士中的应用 [J]. 国际医药卫生导报, 2024, 30(12): 2097-2101.

Zhao Fang, Sun Yanqi, Tian Qinju.

Application of double tutor teaching mode based on the group standards of the Chinese Nursing Association in new nurses [J]. International Medicine and Health Guidance News, 2024, 30(12): 2097-2101.

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基于中华护理学会团体标准的双导师带教模式在新入职护士中的应用

Application of double tutor teaching mode based on the group standards of the Chinese Nursing Association in new nurses

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