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Objective:To investigate the status quo of multi-level pre-job training for clinical nursing teachers and analyze their training needs, so as to provide reference for the design of pre-job training for clinical nursing teachers.Methods:A cross-sectional survey method was used to investigate 172 clinical nursing teachers in a tertiary general hospital in Harbin from April 2020 to June 2020 with multi-level pre-job training mode. The status quo of pre-job training and the training needs of teachers were analyzed. SPSS 17.0 was used to process the original data statistically.Results:Among the 172 respondents, 138 teachers (80.2%) were under 35 years old, and 133 teachers (77.3%) had a bachelor's degree or less; 89 teachers (51.7%) confirmed that hospitals or departments would carry out pre-job training in a planned and organized way, 10 teachers (5.8%) said that hospitals or departments had never organized training, 41 teachers (23.8%) had never participated in pre-job training, and 80 teachers (46.5%) had participated in pre-job training 1-3 times. There were 5 duplicates in the first 8 training contents of in-hospital training and in-department training, including knowledge of common diseases, nursing procedures, communication skills, hospital rules and regulations, and teaching methods. The total score of training demand was (154.51± 40.35) points, and the overall demand rate was 81.3%, which was at the high level. The dimensions with the highest scoring rate were legal system and humanistic literacy, with a scoring rate of 83.0%. The dimension with the lowest score was teaching management, with a score of 74.9%. The scoring rate of training needs with the highest points won nine items respectively on students' basic quality (self-supervision, willingness to learn, professional quality, etc.) (84.7%), training of legal knowledge (84.4%), incompatibility of drugs commonly used in department (84.3%), nurse etiquette (83.3%), nursing risk prevention (83.1%), evaluation methods of student education (83.1%), nurse-patient communication skills (83.0%), nurses and patients medication observation points of commonly used drugs in the department (83.0%), and effects of commonly used drugs in department (82.9%). Among the top three training forms, 84 students (48.8%) received online learning, 74 students (43.0%) received lectures from experienced teachers in hospitals, and 72 students (41.9%) received experience exchange and sharing seminars.Conclusion:The talent structure of clinical nursing teachers in this hospital is relatively young, and the first education level is low. Therefore, the pre-job training of clinical nursing teachers should be strengthened vigorously. The awareness rate and participation rate of pre-job training are average, so we should strengthen the release of training information from various channels, improve the awareness rate of training activities, clarify the encouragement or reward measures to participate in pre-job training activities, and improve the participation rate of training activities. Pre-job training content is repeated at every level, with a gap between the training needs of teachers in clinical nursing teaching. It's suggested that the teaching hospitals combine with their training objects of training needs, take the online-offline mixed mode of training, reasonably plan training contents as a whole at all levels, avoid training content repetition and waste of teachers, and organize teachers to timely exchange and share experiences.
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Objective:To construct a new nurse pre-job training program based on transformative learning and explore its preliminary application effect.Methods:A quasi-experimental study was conducted, and 52 new nurses enrolled in 2019 in a three-A hospital of Hangzhou were randomly divided into experimental group ( n=26) and control group ( n=26). The experimental group adopted transformative learning based pre-job training program for new nurses, while the control group adopted traditional pre-job training program for new nurses. SPSS 20.0 and Microsoft Excel 2010 were performed for data processing, and t test and Fisher's exact probability test were used for statistical analysis. Results:After the training, the comparison of two groups of new nurses showed that, the total score of clinical core competence of the experimental group (226.62±32.84) was higher than that of the control group (197.00±29.54), the total score of self-efficacy of the experimental group (28.46±4.94) was higher than that of the control group (24.31±4.76), the total score of the transition shock of the experimental group (77.23±14.13) was lower than that of the control group (91.27±17.98), and the mean value of clinical assessment of the experimental group (73.16±17.05) was higher than that of the control group (61.58±14.24), all with statistical significance ( P<0.05). Conclusion:The pre-job training program for new nurses based on transformative learning can improve the clinical ability and self-efficacy of new nurses, reduce the transition shock of new nurses, and have a profound impact on their career.
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Objective:To observe the value of tracer methodology combined case-based study (CBS) model in the standardized residency training of medical record writing.Methods:A total of 91 residents who were newly recruited from The Sixth Affiliated Hospital of Sun Yat-sen University in July 2019 were selected as the subjects and randomly divided into test group ( n=47) and control group ( n=44). The tracer methodology combined CBS model was used for test group while the traditional model was used for control group to compare the knowledge of medical record writing, performance of medical record writing and feedback to teaching in two groups. SPSS 21.0 was used for t test and chi-square test. Results:The correct response rate in knowledge of medical record writing, the normative scores and integrity scores after training were significantly higher than those before training ( P<0.05). The normative and integrity scores were significantly increased after training, and those in the test group were significantly higher than those in the control group [(90.3±3.5) and (91.3±3.2) vs. (88.6±3.5) and (89.8±3.0), P<0.05, respectively]. The test group was significantly superior to the control group in the autonomous learning ability [97.8% (44/45) vs. 82.9% (34/41)], communication ability [95.6% (43/45) vs. 78.0% (32/41)] and acceptance of teaching form [97.8% (44/45) vs. 82.9% (34/41)] ( P<0.05). Conclusion:The tracer methodology combined CBS model is a good way in the pre-job training of medical record writing for residents, which can mobilize the subjective initiative of the trainees and teachers, complete the teaching tasks and obtain better teaching value.
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Objective To discuss whether the content and method of pre-job training meet the need of medical trainees and to give some advice on its reformation. Methods 350 trainees enrolled by The First Affiliated Hospital of Chongqing Medical University attended the two-day standardized pre-job training in September, 2016. The self-designed satisfaction questionnaires on contents and method of pre-job training were distributed to all trainees after training, and then the statistical analysis was completed by SPSS 11.0 software. The satisfaction rate higher than80% was deemed as satisfactory, and the satisfaction rate lower than80% was regarded as unsatisfactory. Results 350 questionnaires were distributed in total, with 335 valid responses returned.. The result showed that the number of trainees who were satisfied with the training contents of medical law and rules and regulations, writing norms of medical documents, infection control, medical information technology, medical insurance policy, fire control and personal security and the use of library resources were 321(95.82%), 318(94.93%), 310(92.54%), 302(90.15%), 251(74.93%), 234(69.85%) and 220 (65.67% ) respectively. There were 254 (75.82% ) trainees who were satisfied with the training methods. Conclusions All medical trainees were satisfied with most contents of current pre-job training. However, the trainings on the extension of clinical expertise and the improvement of clinical skills should be added. Almost all trainees were dissatisfied with the training method, which should be diversified. Fur-ther improvement on contents and methods for current pre-job training will be conducive to enhancing the quality of medical trainees.
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Objective To explore the application of cardiopulmonary resuscitation skill training in pre-job training for clinical interns and its value of quality control. Methods A total of 136 clinical interns in Chongqing Qianjiang Central Hospital who came from Chongqing Medical University, Jishou University, and Hubei University for nationalities were included in this study from June 2015 to June 2017. The test score, pass rates and make-up pass rates after 3 months of pre-job training of cardiopul-monary resuscitation were compared between training and evaluation group (2016 session) and control group (2015 session). We analyzed the correlation of retraining and evaluation of cardiopulmonary resuscitation and test score of pre-job training and its value of predicting the effectiveness of pre-job training. Results There were 65 clinical interns in 2016 session and 71 clinical interns in 2015 session. After 3 months training, the test score, pass rates and make-up pass rates in retraining and evaluation group were significantly higher than that in the control group, respectively (t=15.594,P=0.000; χ2=22.859, P=0.000; χ2=6.179, P=0.018). Conclusions Car-diopulmonary resuscitation skill training could enhance the effectiveness of pre-job training for clini-cal interns in non-affiliated teaching hospital and increase interns' ability to carry out cardiopulmonary resusci-tation and improve the quality of pre-job training for clinical interns. It could be used as an effective quality control strategy of clinical teaching
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Objective To observe the role of clinical pathway method of teaching in the new nurses pre-job standardization training, and provide evidence for the exploration of scientific teaching methods. Methods Make training manual for new nurses on the basis of clinical path model. New nurses were assigned randomly to clinical pathway group (29 cases) and control group (28 cases). The clinical pathway and effective quality supervision were adopted in clinical pathway group, and the traditional teaching method were adopted in control group. The level of theory, basic skills, professional skills were evaluated, and satisfaction of teaching method and self-assessment were collected and analyzed. Results The results of theory, basic skills, and professional skills in clinical pathway group were (89.41 ± 5.07), (95.28 ± 2.96), (93.10 ± 2.86) points, and those in control group were (80.92 ± 7.64), (89.82 ± 3.77), (85.57 ± 5.33) points, the differences were significant (t=4.792, 6.083, 6.682, P=0.000).The number of satisfaction of teaching method was 28 cases in clinical pathway group and 22 cases in control group, the difference was significant (Z=38.316, P=0.000). Learning motivation, the ability of autonomous learning, communication, problem analyzing and solving, critical thinking, and the nursing behavior standardization in the self-assessment part in clinical pathway group were all better than those in the control group, the differences were significant (Z=-3.938~-2.143, P<0.01 or 0.05). Conclusions The application of clinical pathway method in new nurses pre-job training could effectively improve the level of theory, basic skills and professional skills, increase their satisfaction of teaching method and self-assessment.
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Objective To observe the role of clinical pathway method of teaching in the new nurses pre-job standardization training, and provide evidence for the exploration of scientific teaching methods. Methods Make training manual for new nurses on the basis of clinical path model. New nurses were assigned randomly to clinical pathway group (29 cases) and control group (28 cases). The clinical pathway and effective quality supervision were adopted in clinical pathway group, and the traditional teaching method were adopted in control group. The level of theory, basic skills, professional skills were evaluated, and satisfaction of teaching method and self-assessment were collected and analyzed. Results The results of theory, basic skills, and professional skills in clinical pathway group were (89.41 ± 5.07), (95.28 ± 2.96), (93.10 ± 2.86) points, and those in control group were (80.92 ± 7.64), (89.82 ± 3.77), (85.57 ± 5.33) points, the differences were significant (t=4.792, 6.083, 6.682, P=0.000).The number of satisfaction of teaching method was 28 cases in clinical pathway group and 22 cases in control group, the difference was significant (Z=38.316, P=0.000). Learning motivation, the ability of autonomous learning, communication, problem analyzing and solving, critical thinking, and the nursing behavior standardization in the self-assessment part in clinical pathway group were all better than those in the control group, the differences were significant (Z=-3.938~-2.143, P<0.01 or 0.05). Conclusions The application of clinical pathway method in new nurses pre-job training could effectively improve the level of theory, basic skills and professional skills, increase their satisfaction of teaching method and self-assessment.
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Clinical practice is an important part for medical students to become qualified doctors.The humanistic skill and medical operation skill training,test and evaluation before clinical practice are necessary.Results showed that the standard and routine training before clinical practice can help interns adapt to their practice life more easily.
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Objective To investigate meclical ethits level of first-year mecdical stuclents in Guangzhou medical college,which contributes to provide guidance of medical ethics education for interns. Methods To investigate 183 cases of first-year medical students. They were asked to deal with a case of 'a vagrant needed emergency treatment'. The statistics datum were classified according to 'norms of medical ethics and ways of implementation made by the Ministry of Health for medical staff'.Results 99.45% of them thought they should immediately save patients' live;but less than 28.96%thought of using cheap and fine medicines;only 38.80% mentioned the patients' mood. And there was no significant difference between boys and girls(P>0.05). Conclusion Medical students have already established a 'life-saving' awareness when they are freshman, but they also need to learn how to put ethics into practice.
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With the development of new military revolution,the training system of officers has greatly changed.The supplement of professionals in army has begun to depend on the graduates from local universities.Based on status-on-quo investigation of the first new recruits' graduates from local medical universities,the authors established a curricula-system of pre-job training by applying the literature review and Delphi method.
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Clinical practice is an important stage in clinical education and the future career of the graduates. Taking the students of Clinical Inspection Major as an example,this article analyzes the questions need to be paid attention to in the clinical practice and the importance of pre-post training in increasing the quality of clinical practice.