临床护理带教教师多层次岗前培训现状与需求分析  

The status quo and demand analysis of multi-level pre-job training for clinical nursing teachers

作　　者：李顺玉[1] 谢术娟 王君颖[1] 贾思明 许文瑶 Li Shunyu;Xie Shujuan;Wang Junying;Jia Siming;Xu Wenyao(Department of General Practice,The 2nd Affiliated Hospital of Harbin Medical University,Harbin 150001,China)

机构地区：[1]哈尔滨医科大学附属第二医院全科医疗科,哈尔滨150001

出　　处：《中华医学教育探索杂志》2023年第3期427-433,共7页Chinese Journal of Medical Education Research

基　　金：哈尔滨医科大学医学教育科学研究课题(XQ201933)。

摘　　要：目的调查临床护理带教教师多层次岗前培训的培训现状并分析其培训需求,为进一步完善临床护理带教教师岗前培训的方案设计提供参考。方法采用横断面调查法,利用自行设计的调查问卷,于2020年4月至2020年6月对采用多层次岗前培训模式的哈尔滨市某三级综合医院的172名临床护理带教教师进行调查,分析其岗前培训的现状与教师的培训需求。通过SPSS 17.0统计软件对所有原始数据进行统计学处理。结果172名调查对象中,138名(80.2%)教师年龄在35岁以下,133名(77.3%)教师第一学历在本科以下;89名(51.7%)教师明确医院或科室会有计划、有组织地开展岗前培训,10名(5.8%)教师表示医院或科室从未组织过培训,41名(23.8%)教师从未参加过岗前培训,80名(46.5%)教师参加岗前培训的次数为1~3次。院内培训和科内培训的前8项培训内容有5项重复,分别是科室常见病疾病知识、护理程序、沟通技能、医院规章制度、带教方法。培训需求总得分为(154.51±40.35)分,总体需求率为81.3%,处于高等水平;得分率最高的维度是法制和人文素养,得分率为83.0%;得分率最低的维度是教学管理,得分率为74.9%。培训需求得分率最高的9个条目分别为对学生基本素质(慎独、乐学、敬业品质等)的培养(84.7%)、法律知识(84.4%)、科室常用药物配伍禁忌(84.3%)、护士礼仪(83.3%)、护理风险防范(83.1%)、对学生的教育评价方法(83.1%)、护患沟通技巧(83.0%)、科室常用药物的用药观察要点(83.0%)、科室常用药物作用(82.9%)。序位前3的培训形式分别为网络学习84名(48.8%)、医院内部有经验的教师讲授74名(43.0%)、经验交流与分享讨论会72名(41.9%)。结论该院临床护理带教教师队伍人才结构相对年轻,第一学历偏低,应大力加强临床护理带教教师岗前培训工作;岗前培训开展的知晓率与参与度均一般,应加强各渠道培训信息的发布,提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 m

关 键 词：临床护理带教教师 岗前培训 多层次培训 培训需求 

分 类 号：R33[医药卫生—人体生理学]