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Effect of standardized training mode in the training of vascular specialist nurse / 中华医学教育探索杂志
Chinese Journal of Medical Education Research ; (12): 118-120, 2022.
Artigo em Chinês | WPRIM | ID: wpr-931344
ABSTRACT

Objective:

To investigate the effect of standardized training mode in the training of vascular specialist nurse.

Methods:

A total of 110 nurses in Department of Vascular Surgery, The First Affiliated Hospital of Chongqing Medical University were selected for taking the training from June 2020 to June 2021, and they were randomized into the observation group (55 cases) and the control group (55 cases). The observation group adopted standardized training mode, while the control group adopted routine training mode. The results of theoretical knowledge assessment, clinical practice operation and satisfaction rate of training were compared between the two groups. SPSS 22.0 was performed for t test and chi-square test.

Results:

The scores of professional theoretical knowledge assessment and clinical practice operation in the observation group were respectively (88.45±1.52) points and (87.64±1.97) points, which were significantly higher than (81.45±1.42) points and (80.24±1.57) points in the control group ( P<0.05). The satisfaction rate of training in the observation group was 100.00%, which was significantly higher than 90.91% in the control group ( P<0.05).

Conclusion:

The application of standardized training mode in the training of vascular specialist nurses can significantly improve the scores of nurses' professional theoretical knowledge and clinical practical operation, as well as their satisfaction with training, which is worthy of promotion.

Texto completo: DisponíveL Índice: WPRIM (Pacífico Ocidental) Tipo de estudo: Ensaio Clínico Controlado Idioma: Chinês Revista: Chinese Journal of Medical Education Research Ano de publicação: 2022 Tipo de documento: Artigo

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Texto completo: DisponíveL Índice: WPRIM (Pacífico Ocidental) Tipo de estudo: Ensaio Clínico Controlado Idioma: Chinês Revista: Chinese Journal of Medical Education Research Ano de publicação: 2022 Tipo de documento: Artigo