Application of reality cross-sectional assessment mode in qualification certification of clinical nursing teachers

Abstract

Objective To explore the application effect of reality cross-sectional assessment mode in the qualification certification of clinical nursing teachers. Methods A total of 218 nurses from Huai'an First Hospital, Affiliated to Nanjing Medical University who would be qualified by December 2015 were enrolled in the study. The control group contained 106 nurses who were working in internal medicine ward. The observation group included 112 nurses who were working in the surgical ward. The control group used the mode of theory combined with skill assessment for qualification certification. The observation group was qualified by theory in combination with reality cross-sectional assessment mode. Teaching quality, scores of theoretical examination and skills assessment, overall scores, as well as teaching satisfaction were compared between two groups. Results The score of clinical nursing teaching quality in the observation group was (95.52±2.43) , which was higher than that in the control group (91.34±1.28) . The difference was statistically significant (t=15.00, P<0.001) . The observation group also showed significantly superiority in the theoretical examination scores (88.35±1.37) , skills assessment scores (85.26±2.13) and overall scores (91.35±3.52) when compared with the control group [ (83.17±1.42) , (81.49±1.51) , and (86.23±2.09) ]; statistically significant differences were observed between two groups (t=62.87, 34.68, 30.07; P<0.001) . The teaching satisfaction degree in the observation group was 94.59%, which was significantly higher than that (90.28%) in the control group (χ2=136.77, P<0.001) . Conclusions The application of reality cross-sectional assessment in qualification certification of clinical nursing teachers can promote adequate teachers to stand out so as to optimize the clinical nursing teaching team. Key words: Nursing care; Reality cross-sectional assessment mode; Nursing teachers; Qualification certification