ABSTRACT
Objective:To explore the method and effect of training program of clinical teaching ability enhancement for geriatric clinical nurse specialists based on Cone of Learning.Methods:A one-week clinical teaching ability enhancement training program based on Cone of Learning for geriatric clinical nurse specialists was designed and provided for a total of 70 trainees in three sessions, which mainly covered 8 items, including the design and management of training program for clinical nurse, case-based teaching method, clinical application of Workshop method, the implementation and evaluation of nursing teaching rounds, and the making of multi-media courseware. The comprehensive effect evaluation was carried out through the examination of trainees' trial teaching, the self-evaluation of teaching ability, the degree of teaching satisfaction and the feedback of teaching practice in all trainees. SPSS 22.0 was used for t-test. Results:Twenty trainees were rated as excellent with (87.32±3.26) points, and 35 rated as good with (81.75±5.19) points; the self-evaluation of integrative teaching ability scored (1.54±0.66) points before the training and (3.69±0.52) points after the training. The ability was enhanced compared with that before the training ( P < 0.001). The degree of satisfaction of the training program was 97.43% (341/350). After returning to the unit, 64.29% (45/70) of geriatric clinical nurse specialists completed the assignments. Conclusion:The training program for geriatric clinical nurse specialists can effectively improve their clinical teaching ability and is worthy of further promotion and application.
ABSTRACT
Objective:To compare the differences between China and America in gerontological advanced practice nurses training, and to improve the quality of the training programs in China from the mature experience of America.Methods:Relative literature were retrieved from CNKI, Wanfang Database, Weipu Database, PubMed, Clinical Key Nursing and official websites of Chinese and American Nursing Associations, and the retrieved literature were screened and the contents were extracted. Then the training status of gerontological advanced practice nurses in China and America were analyzed and summarized.Results:The similarities and differences of seven elements of gerontological advanced practice nurses in China and America were introduced and compared, namely, classification and training mode, curriculum provision, core competence and faculty, qualification authentication and scope of practice.Conclusion:Drawing lessons from from America, we should explicit training target, set phased long training mechanism, strengthen the construction of teaching staff, and establish practice standards to propel and improve the nursing training program in China.