摘要
目的探讨跨理论分析模型用于手术室骨科亚专科护理培训的效果。方法2021年1月—10月,选择本院16名骨科专科护士,采用基于跨理论模型的培训模式,对手术室骨科亚专科培训护士进行前期、意向、准备、行动和维持五个阶段培训。观察手术室骨科专科护士在培训后不同阶段的行为变化,比较培训前后的职业认同和核心能力。结果培训实施1个月、3个月及6个月,受训护士的职业认同感、核心能力均提高,且差异有统计学意义(P<0.001);与实施前比较,实施1个月、3个月及6个月受训护士职业认同感及核心能力均明显提高(P<0.001)。与实施1个月比较,实施3个月及6个月受训护士职业认同感及核心能力均明显提高(P<0.001)。结论基于交跨理论模型的培训模式对手术室骨科亚专科护士的学习行为起到了积极的作用,有效地提高了手术室专科护士的职业认同和核心能力。
Objective To probe into the effect of the training of Orthopedic Subspecialty Nursing Team in operating room based on the cross-theoretical model.Methods From 16 nurses were selected for training in orthopedic subspecialty in operating room,and the training model based on cross-theoretical model was used for training in subspecialty surgical nursing,including:pre-intention stage,intention stage,preparation stage,action stage and maintenance stage.Results After training for 1 month,3 months and 6 months,the professional identity and core competence of trained nurses were improved,and the difference was statistically significant(P<0.001);Compared with that before implementation,the professional identity and core competence of trained nurses were significantly improved after 1 month,3 months and 6 months of implementation(P<0.001).Compared with the implementation of one month,the professional identity and core competence of trained nurses after three and six months were significantly improved(P<0.001).Conclusion The training model based on cross-theory model plays an active role in the sub-specialty learning behavior of the specialty nurses in operating room,and effectively enhances the professional identity and core competence of the specialty nurses in operating room.
作者
谭中华
甘微
黄华
欧伟伟
何惠芬
韩书军
TAN Zhonghua;GAN Wei;HUANG Hua;OU Weiwei;HE Huifen;HAN Shujun(Department of Anesthesiology,the First Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510405,China)
出处
《中国继续医学教育》
2022年第6期116-120,共5页
China Continuing Medical Education
关键词
手术室护理
跨理论模型
培训方案
核心能力
教育
operating room nursing
cross-theoretical model
training program
core competence
education
