摘要
目的：探讨优化培训和考核机制对提高年轻护士临床工作能力的作用。方法选择工作3年以下的年轻护士62名，观察优化培训和考核机制后，年轻护士三基理论、三基操作、专科操作考核合格率以及专项“年轻护士临床工作能力考核”结果的变化。结果优化培训前三基理论、三基操作、专科操作合格率分别为61．29％，70．97％，74．19％，优化培训12个月后分别为85．48％，91．94％，90．32％，优化培训前后各项操作合格率比较，差异有统计学意义（χ2值分别为8．093，7．687，4．476；P＜0．05）。优化培训和考核机制后3个月专项“年轻护士临床工作能力考核”平均成绩为（78．56±1．23）分、6个月为（82．22±2．13）分、12个月为（89．25±1．65）分，培训后6个月与3个月比较，差异有统计学意义（t＝19．827，P＝0．000），培训后12个月与6个月比较，差异有统计学意义（t＝14．828，P＝0．000），培训后12个月与3个月比较，差异有统计学意义（t＝48．728，P＝0．000）。结论切实有效的临床工作能力培训与考核机制，可以提高年轻护士临床工作能力，达到持续改进的目的。
Objective To explore the effect of optimization training and assessment mechanism on the improvement of clinical ability among young nurses .Methods Totals of 62 young nurses working under three years were randomly selected .The observed changes in basic theories , basic operations , special operation examination and clinical working ability were tested before and after the optimization training and assessment mechanism.Results The percentage of nurses ’ passing the tests in basic theories , basic operations , and special operation examination were 61.29%, 70.97%, 74.19%, respectively, before the optimization training , and 85.48%, 91.94%, 90.32% after twelve months of the optimization training .The differences were significant （χ2 =8.093, 7.687, 4.476, respectively; P〈0.05 ）.Three, six, twelve months after the optimization training and assessment mechanism , the mean scores of clinical ability assessment were （78.56 ± 1.23）, （82.22 ±2.13）, （89.25 ±1.65）, respectively.There were significantly differences between three months and six months （t=19.827, P=0.000）, between twelve months and six months （t=14.828, P=0.000）, between twelve months and three months （t=48.728, P=0.000）.Conclusions Effective clinical training and assessment mechanism may improve young nurses ’ clinical working ability and contribute to continuous improvement .
出处
《中华现代护理杂志》
2014年第19期2415-2418,共4页
Chinese Journal of Modern Nursing
关键词
在职培训
教育考核
工作能力评定
培训和考核机制
年轻护士
On-the-job training
Educational measurement
Clinical working ability assessment
Training and assessment mechanism
Young nurses
