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Objective:To evaluate the practical effect of online teaching based on reflective experience to promote the cultivation of professional core competence of nursing.Methods:A total of 160 intern nurses who entered the clinic from July 2019 to December 2019 in The Affiliated Hospital of Inner Mongolia Medical University were selected as the research subjects, and they were randomized into a control group and an experimental group, with 80 nurses in each group. Both groups were given the creation of clinical practice teaching online classroom under the existing nursing online teaching framework. The control group conducted general online course education, and the experimental group created a problem-solving reflective experience course task and teaching process from the core competence training content of nursing. After the internship, the core competence assessment of the standardized training for nursing major was conducted, and the difference in teaching was evaluated using the "Nurse Core Competency Scale" and the self-designed "Teaching Acceptance Questionnaire". SPSS 22.0 was used for t-test and Chi-square test. Results:The excellent rates of the professional theory and practical skills assessments of the students in the experimental group were 58.75% (47/80) and 51.25% (41/80), which were higher than those in the control group, 48.75% (39/80) and 31.25% (25/80). The differences between the two groups were statistically significant ( P<0.05). In the comparison of the "Core Competency Scale" of nurses between the two groups of nurse students, the total score of the experimental group and the score of each dimension were significantly higher than those of the control group ( P<0.05). They survey of "Teaching Acceptance Questionnaire" showed that the nursing students of the experimental group had higher recognition of the teaching methods of this group, and there were significant differences between the two groups ( P<0.05). Conclusion:Carrying out online training content of clinical practice teaching based on reflective experience is conducive to the establishment of core competence of nursing students and the improvement of clinical practice ability.
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Objective:To construct an evaluation index system for core competence of nurses in the imaging department.Methods:The literature research and the opinions of the research team were integrated to develop indicators for core competence of imaging nurses at all levels. Delphi method was used to conduct 2 rounds of consultation with 20 experts, and analytic hierarchy process (AHP) was used to determine the index weights at all levels. The indicators were converted into a self-assessment scale, and 31 imaging in-service nurses in a third-level hospital were selected for questionnaire survey. SPSS 21.0 software was used to analyze the consultation results.Results:Through 2 rounds of consultation, the evaluation index system for core competence of nurses in the imaging department was formed, including 5 first-level indicators, 18 second-level indicators, and 78 third-level indicators. The effective response rates of the two rounds of expert consultation were 100%, and the authority coefficients were 0.933 and 0.923. In the second round, the expert opinion coordination coefficients of the first, second and third grade indexes were 0.46, 0.53 and 0.47, respectively ( P < 0.01). The core competence scores of the 31 respondents ranged from 3.08 to 4.45 in each dimension. Conclusion:After 2 rounds of expert consultation, the expert opinions tended to be consistent and the degree of coordination was high. The constructed indicators can be used for the core competence training and teaching evaluation of in-service nurses in the imaging department.
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Objective:To construct the evaluation index system of core competence of specialized gynecological nurses, and to provide reference for the curriculum setting and effect evaluation of standardized training for specialized gynecological nurses.Methods:The draft evaluation index system was prepared through literature research and group discussion. From May to June 2021, two rounds of Delphi letter consultation was used among 18 experts, to complete the selection and modification of evaluation index, and to determine the index weight.Results:The effective response rate of the two rounds of Delphi expert consultation was 100%, the expert authority coefficient was 0.938, and the Kendall harmony coefficient of the two rounds of expert letter consultation was 0.117 and 0.304, respectively (both P<0.01). Finally, the evaluation index system of core competence of specialized gynecological nurses was formed, including 4 first-level indexes, 11 second-level indexes and 48 third-level indexes. Conclusions:The evaluation index system of core competence of specialized gynecological nurses established in this study is scientific and reliable, which can provide reference for the curriculum setting and effect evaluation of standardized training for specialized gynecological nurses.
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Objective:To explore the construction of evaluation index system of core competence of imaging specialized nurses and analysis of reliability and validity test.Methods:Firstly, a research group was established to consult the relevant literature. After repeated discussion among the members of the research group, imaging specialized nurses were invited to discuss, modify and improve the framework of the evaluation index system, and an expert consultation questionnaire for the evaluation index system of the core competence of imaging specialized nurses was formulated. Through two rounds of expert consultation, the core competence evaluation index system of imaging specialized nurses was constructed, and a questionnaire was compiled based on the constructed index system. Questionnaire survey method was used to verify the rationality and scientificity of the core competence evaluation index system of imaging specialized nurses constructed in this study.Results:The evaluation index system of core competence of imaging specialized nurses included 3 first-level indexes, 20 second-level indexes and 48 third-level indexes. The overall Cronbach's α coefficient of the evaluation index system was 0.972. The Cronbach's α coefficients of the theoretical knowledge of imaging specialized nursing, nursing practice skills of imaging specialized nurses and related abilities were 0.915, 0.934 and 0.924 respectively. The overall content validity index (S-CVI) of the index system was 0.977, and the CVI of each item (I-CVI) was 0.812-1.000. The overall correlation coefficient of the first-level indexes and index system was 0.800-0.936 ( P < 0.05), the correlation coefficient of the secondary indexes and the corresponding primary indexes was 0.562-0.972 ( P<0.05), and the correlation coefficient of the third-level indexes and the corresponding first-level index was 0.362-0.914 ( P<0.05). Conclusion:The constructed questionnaire for evaluation index of core competence of imaging specializied nurses has good reliability and consistent internal structure, and has good feasibility, reliability, rationality and scientificity, which provides a theoretical basis and practical guide for the cultivation, assessment and evaluation of core competence of imaging specialized nurses.
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Objective:To explore the application effect of CDIO (Conceire, Design, Implement, Operate) teaching mode in the training of PICC nurse trainees.Methods:A total of 80 PICC nurses trained in Xinjiang Uygur Autonomous Region People ′s Hospital from March to August 2021 were divided into the control group (40 patients) and the intervention group (40 patients) according to the baseline comparison principle. The control group participated in the first training using the traditional teaching mode, and the intervention group participated in the second training using the CDIO teaching mode. The scores of core competence and teaching satisfaction of PICC specialist nurses in the two groups were compared at the 8th week after training, and the theoretical and operational scores of the two groups were compared at the 4th and 8th week after training. Results:After training, the scores of professional theoretical knowledge, professional operation skills and related abilities in the core competence of PICC specialist nurses in the intervention group were (27.76 ± 2.07), (40.42 ± 4.12) and (11.42 ± 1.86), respectively. The control group was (22.21 ± 3.71), (34.84 ± 6.86) and (10.15 ± 2.10) points, respectively, and the differences between the two groups were statistically significant ( t=-8.25, -4.42, -2.85, all P<0.01). After 4 and 8 weeks of training, the theoretical scores of the intervention group were (82.00 ± 7.51), (86.25 ± 3.53) points, and the operational scores of PICC laying and maintenance were (93.68 ± 3.25), (91.13 ± 4.75) points, respectively. The control group was (76.48 ± 9.38), (83.28 ± 4.05), (91.48 ± 3.72), (88.58 ± 6.28) points, respectively, and the differences between the two groups were statistically significant ( t values were -3.50 - -2.05, all P<0.05). In the teaching satisfaction of the intervention group, the teaching level, teaching method and teaching effect were 97.5% (39/40), 95.0% (38/40), 100.0% (40/40), while that of control group were 77.5% (31/40), 80.0% (32/40), 85.0% (34/40). There were statistically significant differences between the two groups ( χ2=7.31, 4.11, 4.51, all P<0.05). Conclusions:CDIO teaching mode is superior to traditional teaching mode. It can improve students′ core competence and achievement of theoretical and operational knowledge, and improve teaching satisfaction. It is worth promoting.
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Objective:To construct a set of evaluation index system for the core ability of preventive medicine graduates to respond to sudden biological public health events.Methods:Research methods such as in-depth interviews and group discussions were used to determine the core competence structure, the Delphi method was used to conduct two rounds of expert consultation, and the index system and its weights were finally determined based on the consultation results of 21 experts on the system. Excel and SPSS 21.0 were used for data collation and statistical analysis.Results:The positive coefficient of expert consultation was greater than 80%, the authority coefficient was greater than 0.7, and the average was 0.906. The final index system was composed of 4 first-level indicators, 10 second-level indicators, and 39 third-level indicators.Conclusion:The evaluation index system can provide a reference for exploring effective ways to improve the core competence of graduates.
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Objective:To construct the evaluation index system of core competence for NICU nurses, and to provide basis for training and assessment.Methods:The first draft of the core competence model and evaluation index system for nurses in the NICU was constructed by literature review, and group discussions. The Delphi method was used to conduct 2 rounds of consultation with 19 experts from 8 provinces and cities, and the weight of indexes at all levels was determined by the Delphi method and Precedence Chart method.Results:The constructed evaluation index system for the core competence of nurses in the NICU included 5 first-level indicators, 11 second-level indicators, and 34 third-level indicators. In the two rounds of expert consultation, the experts′ positive coefficients were all 100%, the authority coefficients were 0.934 and 0.945, and the Kendall′s rank-order correlation coefficients of all levels of indicators were 0.255-0.309, 0.202-0.297, all P<0.01. Conclusions:The evaluation index system for NICU nurses is scientific, reliable and feasible, which can be used in clinical nursing.
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Objective:To explore the influence of training mode based on core competence of nurses on comprehensive performance, critical thinking ability and clinical communication ability of nursing students.Methods:A total of 102 Batch 2015 nursing students from the four-year program of Hubei University of Medicine who were interned in a "three A" general hospital in Shiyan City from May 2018 to January 2019 were selected as subjects, and were randomized into the control group ( n=51) and the intervention group ( n=51). The control group received traditional training mode and the intervention group adopted the training mode based on core competence of nurses. The two groups of nursing students were graded on the critical thinking scale and clinical communication ability scale before practice and at 2 months, 4 months, 8 months after intervention respectively. The comprehensive performance of two groups was assessed before and after 8 months of intervention. All data were analyzed by SPSS 19.0. Results:Comparison of effect, interaction effect, time effect of critical thinking scale and clinical communication ability scale between the two groups showed significant differences ( P<0.05). The comprehensive performance differences between the two groups were statistically significant after the intervention ( P<0.05). Conclusion:The practice training mode based on core competence of nurses can effectively improve the comprehensive performance, critical thinking ability and clinical communication ability of nursing students.
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With the rapid development of economy and society and the progress of health care,the requirements of the head nurses＇core competence are also changing.The head nurse,as the manager of nursing work ,has gradually raised the requirements on the head nurse in the new era.The development of core competence is the basic requirement of the head nurse,which is of vital importance to the development of the head nurse.This paper introduces the requirements of head nurse ,the role of head nurse,the core competence of head nurse and the methods to cultivate the core competence of head nurse in the new era.
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Objective Constructing and applying the multi-module training program for junior midwives to improve the training quality. Methods The training program was constructed according to different modules of core competence. 11 junior midwives were selected from a hospital in Zhengzhou as trainees. The training effect was evaluated. Results Their core competence has been enhanced in theory knowledge, operating skills and training satisfaction (P<0.05). After training, the rate of episiotomy and the rate of postpartum hemorrhage were lower than before (P<0.05). Conclusion The multi-module training program can improve the core competence of junior midwives, which provides effective training method and promotes the quality of training.
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Objective@#Constructing and applying the multi-module training program for junior midwives to improve the training quality.@*Methods@#The training program was constructed according to different modules of core competence. 11 junior midwives were selected from a hospital in Zhengzhou as trainees. The training effect was evaluated.@*Results@#Their core competence has been enhanced in theory knowledge, operating skills and training satisfaction (P < 0.05). After training, the rate of episiotomy and the rate of postpartum hemorrhage were lower than before (P<0.05).@*Conclusion@#The multi-module training program can improve the core competence of junior midwives, which provides effective training method and promotes the quality of training.
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Background: Clinical research in the 21st century will require a well-trained workforce to ensure that research protocols yield valid and reliable results. Several organizations have developed lists of core competencies for clinical trial coordinators, administrators, monitors, data management/informaticians, regulatory affairs personnel and others.Methods: We used data collected by the joint task force on the harmonization of core competencies from a survey of research professionals working in the US and Canada to create competency Indices for clinical research professionals. Respondents reported how competent they believed themselves to be on 51 clinical research core competencies.Results: Factor analyzes identified 20 core competencies that defined a competency index for clinical research professionals—general (CICRP-General, i.e., GCPs) and four sub-indices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. Conclusions: These indices can be used to gage an individual’s readiness to perform general as well as more advanced research functions; to assess the education and training needs of research workers; and to evaluate the impact of education and training programs on the competency of research coordinators, monitors and other clinical research team members.
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In order to strengthen the cultivation of core competence of undergraduate clinical medi-cine interns and improve the quality and efficiency of practice, Dongyang People's Hospital has constructed an integrated training system of practice teaching with objectives, contents, methods and assessment. The system is guided by "actual nursing capacity" and "medical professional knowledge and skills". By setting goals, improving teaching content, improving teaching methods, and strengthening assessment and evalua-tion, the quality of interns' practice has been improved, and the excellent rate of interns' medical history collection and assessment and skill operation assessment has also been improved. According to assessment tests of theory and technical operation, and the passing rate of examination of doctor qualification of the new employees in the past 2 years, the results shows that the scores of new employees who used to practice in the hospital are significantly higher than those in other hospitals.
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Objective To study the effect and persistence of disaster nurse training in emergency nurses and to provide reference for further disaster nurse training. Methods Sixty-four emergency nurses in the emergency department of Shanxi Provincial People's Hospital were selected as the research objects. Four emergency nursing specialists conducted training to investigate the core competence of disaster nursing six months after the training and after the end of the training. Results Before training and after the end of training. The core ability of disaster nursing training 6 months after the emergency nurses'scores were 133.33±8.95, 145.80 ±2.98, 136.33±10.90, the difference was statistically significant (F=9.076, P<0.05); disaster nursing core ability score, dimension disaster basic knowledge, nursing care, nursing care of vulnerable groups of disaster management and disaster nursing professional development in the 3 periods of the scores were statistically significant (F=3.579-12.421, P<0.05 or 0.01); gender, whether the emergency specialist nurses in the training before and afterthe end of the training, six months after training the three periods of the score was statistically significant (t=4.488-15.640, P<0.05 or 0.01). The scores of nurses with different working years before training and 6 months after training were statistically significant (F=7.565, 4.278, P<0.01 or 0.05). Conclusions Disaster-related knowledge and skills training can increase the emergency care nurse's disaster management core competencies, but require long-term repetitions to ensure the effectiveness of training.
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Objective To explore the effect of doctor-nurse integrated ward round performed in the training of professional nurses′ core competence.Methods 18 nurses trained for core competencies in ICU and hemodialysis room were selected as research objects.All nurses were trained with doctor-nurse integrated ward round for one year.The professional knowledge, skills and clinical comprehensive ability of all nurses were tested before and after training.Results After doctor-nurse integrated ward round, the scores of professional knowledge, skills and clinical comprehensive ability of professional nurses were significantly higher than that of before training (P<0.05).Conclusion Doctor-nurse integrated ward round can improve the core competencies of professional nurses.
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Objective To develop a core competence evaluation index system for preventive medicine undergraduates.Methods Following the scientific,systematic and applicable principles,we proposed evaluation index system of core competence for professional medical prevention and selected 35 experts for three rounds expert consultation on the index system by using Delphi method.The basic situation,the positive and authority degree of experts and all levels of index weight coefficient were analyzed using SPSS 13.0 software.Results The core competence evaluation index system for preventive medicine undergraduates included six dimensionalities,fifteen secondary indicators and forty-nine tertiary indicators.The six dimensionalities included professional value behavior (0.25),professional knowledge and skills (0.28),basic specialized knowledge (0.20),communication (0.13),information management (0.06) and systems thinking (0.08).Conclusion The establishment of the evaluation system can provide a scientific and objective reference for the evaluation of the core competence of medical students.
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Objective To explore the relationship among psychological resilience, self-efficacy and core competence in psychiatric nurses. Methods Totally 237 psychiatric nurses in a psychiatric hospital in Shandong province were recruited and assessed with general information questionnaire, Connor-Davidson Resilience Scale, General Self-Efficacy Scale and Competency Inventory for Registered Nurse. Results The total core competence of psychiatric nurses was (2.59 ± 0.66) points, at a moderate level. Psychological resilience were positively corrected with self- efficacy (r=0.454,P=0.000) and core competence (r=0.647, P=0.000), self-efficacy were positively corrected with core competence (r=0.487, P=0.000). Psychological resilience partially mediate the relationship between self- efficacy and core competence, It′s mediating effect was 44.8%. Conclusions Psychological resilience plays an important role to core competence in psychiatric nurses.Nursing managers should carry out related training, improve the psychological resilience and self-efficacy of psychiatric nurses, and comprehensively improve the level of core competencies.
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Based oncompetence-basedphilosophy of education, core competences of Master of Nursing Specialist (MNS) postgraduates serve as a benchmark for the education quality. Furthermore, the evaluation of core competences is a key link. Our research mainly summarizes the evaluation methods of core competences of MNS at home and abroad, thus providing suggestions to the improvement of domestic core competences evaluation methods of MNS.
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Objective To explore the effect of competency based education (CBE) in the nursing training of GNS (gerontological nurse specialist).Method The CBE was used in the nursing training of GNS and the differences in knowledge and nursing skills,ability in nursing training,and aiblity in organization and scienticific research.Result After the training,the GSN was above 80 in knowledge and skills,ability in nursing training,ability in organization and scientific research and self-assessment better than that before training (P＜0.05).Conclusion The CBE for the nursing training can upgrade the abilities in the GSN in the aspects of knowledge and skills,nursing training,organization and scientific research so that they become more competent in the gerontological nursing.
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Objective To build a core competence evaluation index system for new nurses which was scientific and comprehensive. Methods 23 nursing experts was consulted by a two-round Delphi method, and finally determined the index system and the weight of each index. Results The core competence evaluation index system for new nurses consisted of 6 first-level indicator, 20 second-level indicator, 66 third-level indicator. The coefficient and authoritative coefficient were 0.370, 0.84. Conclusions The formation of the core competence evaluation index system for new nurses is scientific and reliable, which can provide objected and quantitative standards for assessment, training and evaluation of new nurses.