Standardized Training Of New Nurses Research Articles

Knowledge, Attitude, and Perceived Barriers of Newly Graduated Registered Nurses Undergoing Standardized Training in Intensive Care Unit Toward Early Mobilization of Mechanically Ventilated Patients: A Qualitative Study in Shanghai.

Aim: To explore the knowledge and attitudes of newly graduated registered nurses, who have undergone standardized training in the intensive care unit, about the early mobilization of mechanically ventilated patients and identify perceived barriers to the application of early mobilization.Background: Early mobilization of mechanically ventilated patients has been gradually gaining attention, and its safety and effectiveness have also been verified. Nurses in intensive care units are the implementers of early mobilization, and the quality of their care is closely related to patient prognosis. However, the knowledge and attitude of newly graduated registered nurses undergoing standardized training, in intensive care units, on the early mobilization of mechanically ventilated patients and the obstacles they face in clinical implementation are still unclear.Methods: This qualitative study utilized the phenomenological method to explore the experiences of 15 newly graduated registered nurses undergoing standardized training in intensive care units in a 3rd hospital in Shanghai, China. Semi-structured face-to-face interviews were conducted in June 2020. The Colaizzi seven-step framework was used for data analysis.Findings: A total of 15 new nurses comprised the final sample after data saturation. Three main themes emerged from the analysis and seven subthemes: perceived importance, low implementation rate, and perceived barriers.Conclusions: Newly graduated registered nurses undergoing standardized training in intensive care units have a high level of awareness of the importance of early mobilization of mechanically ventilated patients and are willing to implement it. However, there is a lack of relevant knowledge and other obstacles that restrict clinical implementation. Early mobilization should be included in the standardized training of new nurses in intensive care units.

Construction of standardized training course system for new nurses in radiology department based on post competency

Objective To construct a standardized training course system for new nurses in radiology department based on their post competency. Methods The first draft of standardized training course for new nurses in radiology department was drawn up by referring to domestic and foreign literature, expert interview and group discussion. 20 experts in radiology department from 12 third grade hospitals were consulted for two rounds by Delphi method, and the index weight at all levels was determined by AHP. Results The standardized training course system of new nurses in radiology department based on post competency includes four first level indicators (knowledge, skills, situational decision-making, humanistic quality), 10 second level indicators and 55 third level indicators. In the second round of expert consultation, the positive coefficient of experts was 85%, 100% and the authoritative coefficient was 0.75 and 0.80 respectively; In the second round expert consultation, the harmony coefficient of the first, second and third level indexes was 0.401 and 0.493 respectively, P < 0.01. Conclusion the standardized training course system of new nurses in radiology department based on post competency is scientific and reasonable, which can provide reference for standardized training of new nurses in radiology department. Key words: Radiology department; New nurses; Delphi; Index system; Education and training

An Investigation of Nurse Clinicians’ Opinions on Standardized Training Methods for Nurses

Objective: We try to explore new standardized training methods for nurses to further improve the standardized training system for nurse clinicians. Methods: Based on study of previous literature, we used self-designed questionnaires to investigate 262 nurse clinicians. Their opinions on through what training methods they most expect to receive the 25 standardized training contents and the common ways through which they acquire professional knowledge were collected. Results: Most nurses expect the 25 training contents for new nurses to be imparted through instruction of supervisors and intensive teaching mode; the nurses prefer diverisified training methods; they acquire professional nursing knowledge mainly through textbooks, lectures and training on special topics, internet, new media (WeChat, QQ or Official Accounts), literature database searching and other channels. There is significant difference in the number of nurses who acquire professional nursing knowledge through new media between new nurses, and middle and senior nurses (χ²=5.828, P=0.016). Conclusions: When giving standardized training for new nurses, we should choose appropriate training methods according to the training contents. Diversified training can meet different needs of different nurses. We encourage new standardized training mode combined with internet and new media to save training cost and improve training effect.

Application of diversified training based on dynamic case in standardized training of new nurses in Neurological Intensive Care Unit

Objective To explore the application effect of diversified training based on dynamic case in standardized training of new nurses in Neurological Intensive Care Unit. Methods Totally 62 new nurses were selected from the First Affiliated Hospital of Wenzhou Medical University in 2017 and 2018. A total of 30 nurses in 2017 were assigned into the control group and 32 new nurses in 2018 were in the observation group. The control group was trained in stages by traditional training methods, while the observation group added one dynamic case to each training stage, and implemented diversified training and assessment methods such as scenario simulation training, video teaching, tutorial system teaching, etc. The theoretical assessment, skill assessment, adverse event and comprehensive nursing ability were compared between the two groups. Results After diversified training, the scores of theoretical assessment (92.58±2.55) and skill assessment (94.72±2.67) in the observation group were higher than those in the control group with statistical differences (t=-8.018, - 10.151; P 0.05) . The nurses in the observation group were all qualified in terms of the comprehensive nursing ability while 2 nurses the control group were not qualified, there was significant difference between the two groups (Z=-3.473, P<0.05) . Conclusions The diversified training based on dynamic case can effectively improve the theoretical and operational performance of rotating nurses, the qualified rate of teaching, the comprehensive ability of nursing and the confidence of practitioners. It is worthy of further application in the standardized training of newly admitted nurses in Neurological Intensive Care Unit. Key words: Neurosurgery; New nurses; Standardized training; Dynamic case; Diversified training; Scenario simulation

Application of flipped classroom based on micro-lecture in the standardized training for new nurses

Objective To explore the effects of the flipped classroom based on micro-lecture in the standardized training for new nurses. Methods A total of 65 new nurses in Shenzhen Hospital, Beijing University of Traditional Chinese Medicine who were recruited from July 2015 to July 2016 were selected and divided into observation group (n=32) and control group (n=33) by random number table method. The control group received the routine standard training, while the observation group received the flipped classroom based on micro-lecture in addition to the routine standard training. After training, the nurses' theoretical and clinical practise competence were analyzed and compared based on their performance in the Self-initiated Learning Ability Scale, Registered Nurses' Core Competence Assessment Scale and Satisfaction Questionnaire. Results After training, the nurses in the observation group achieved higher score in theory (82.68±8.85) , clinical practice (83.64±5.93) , self-initiated learning (112.32±8.62) , and nurses' core competence (162.23±17.96) than the control group with statistical significance (t=3.258, 6.679, 6.085, 3.808; P<0.01) . The satisfaction rate was 87.9% in the observation group and 65.6% in the control group with statistical significance (χ2=4.532, P=0.033) . Conclusions The application of the flipped classroom based on micro-lecture in the standardized training of new nurses can better improve the training efficacy, young nurses' comprehensive and core ability and their autonomous learning ability . Key words: Nurses; Standardized training; New nurses; Micro-lecture; Flipped classroom

Effects of training system based on attitude-skill-knowledge model in standardized training for new nurses

Objective To explore the effects of training system based on attitude-skill-knowledge (ASK) model in standardized training for new nurses. Methods From 2014 to 2015, we selected 130 new entry nurses in a standardized training base for nurses in Jingzhou as subjects. A total of 71 new entry nurses in 2014 were in the control group. A total of 59 new entry nurses in 2015 were in the observation group. Nurses of the control group were trained with the traditional training system. Nurses of the observation group were trained with the training system based on the ASK model. We compared the theoretical achievements, operational achievements and the clinical nursing ability of nurses in two groups after training. Results After training, the clinical nursing ability, theoretical achievements and operational achievements of nurses in the observation group were higher than those in the control group with significant differences (P<0.01) . Conclusions The establishment of standardized training system based on the ASK model for new nurses improves the competency of new nurses and provides a reference for nurses standardized training. Key words: Nurses; Attitude-skill-knowledge model; Standardized training

Construction and effect evaluation of training and assessment system for new nurses in the internet age

Objective To establish a standardized training and assessment system for new nurses in the internet age and investigate the application effect of the system on the standardized training of new nurses. Methods From March 2015 to March 2017, a standardized training program was formulated based on national training program for new nurses. Nursing training massive open online courses (MOOC) were constructed in the cooperation with software company. A scientific and efficient system for the management, training and assessment of new nurses was established depended on nursing management system and educational network platform. A number of 97 nurses recruited in 2014 were served as control group and trained with traditional training methods between March 2015 and March 2016. Another 96 nurses recruited in 2015 were acted as observation group and treated with standardized training based on the new system in the internet age between March 2016 and March 2017. The training and assessment effects of new nurses were compared between two groups. Results The perfect rate of personal information and participation rate of training of nurses in the observation group were 97.83% and 100.00%, which were significantly higher than those in the control group (χ2=7.158, 7.034; P<0.01) . The training time of nurses in the observation group was (21.45±2.87) h, which was shorter than the control group's (35.12±3.75) h (t=28.479, P<0.01) . The excellent and good rates for the theoretical exam of new nurses in the observation group were 17.39% and 56.52% and the excellent and good rates for operation examination and clinical practice ability examination of new nurses in observation group were 11.96% and 69.56%, which were significantly higher than those of the control group (Z=-3.736, -4.000; P<0.01) . The satisfaction rate of new nurses to the training and assessment in the observation group was 97.82%, which was higher than that of the control group (82.47%) . The difference was statistically significant (χ2=14.808, P<0.01) . Conclusions The standardized training and assessment system using MOOC for new nurses in the internet age could improve the effectiveness of standardized training and satisfaction for new nurses, which is beneficial to the improvement of the nursing training quality and management benefit. Key words: Inservice training; Internet; New nurse; Massive open online course; Assessment

Application of informationalized simulated ward in pre-job standardized training for new nurses

Objective To explore application effects of informationalized simulated ward in the pre-job standardized training for new nurses. Methods There were 103 new recruited nurses in 2014 and 100 new recruited nurses in 2015 of Subei People's Hospital of Jiangsu Province who were investigated in the study using convenient sampling method. New nurses were divided into the control group (nurses recruited in 2014) and observation group (nurses recruited in 2015) according to the schedule time of induction training. Nurses in the control group received conventional pre-job standardized training, while nurses in the observation group used informationalized simulated ward based on the conventional pre-job standardized training. The theoretical knowledge, clinical competence, and the satisfaction degree of new nurses after the pre-job standardized training were compared between two groups. Results The scores of theoretical knowledge and clinical competence in the control group were (93.05±5.74) and (85.47±4.16) , which were higher than those in the control group [ (87.70±5.46) and (80.84±3.55) ]. The differences were statistically significant (t=-7.338, -9.201; P<0.001) . The satisfaction degree of new nurses in the observation group was 100.0%, which was significantly higher than that in the control group (93.2%) (χ2=8.005, P=0.005) . Conclusions Informationalized simulated ward can improve pre-job standardized training quality of new nurses, which is worthy clinical promotion. Key words: Nurses; Informationalized simulated ward; Pre-job standardized training; Effectiveness

Application of "one to one" tutorial system of two-way selection model in the standardized training of new nurses

Objective To investigate the effects of to tutorial system of two-way selection model in the standardized training of new nurses. Methods Using purposive sampling, a total of 25 new nurses recruited in July 2014 were selected as the control group, and they received traditional teaching mode. Another 25 new nurses recruited in July 2015 were selected as the observation group, and they received to tutorial system of two-way selection model. The theoretical and operating scores, general self-efficacy and career self-efficacy of nurses were compared between two groups after one year′s training. Results The sores of basic theory, basic operation, professional theory and bedside practice in the observation group were (89.99±5.76) , (90.08±2.56) , (88.39±6.71) and (92.74±4.30) , which were significantly higher than (85.61±6.27) , (87.99±3.27) , (84.30±5.74) and (89.22±3.55) in the control group (t=2.105, 2.296, 2.591, 2.543; P 0.05) . After one year's training, the scores of general self-efficacy, educational requirements and job duties in the observation group were (31.48±3.12) , (15.24±2.16) and (15.64±2.48) , which were significantly higher than (26.96±3.54) , (11.66±2.54) and (12.40±2.50) in the control group (t=3.901, 4.177 and 4.825; P<0.01) . Conclusions One to tutorial system of two-way selection model in the standardized training of new nurses could make new nurses change from students to qualified nurses faster and it is worth to be expanded. Key words: New nurses; Standardized training; Tutorial system; Two-way selection

Effects of curriculum provision of nursing risk management in standardized training of new nurses

Objective To explore the effects of curriculum provision of nursing risk management in standardized training of new nurses. Methods Totally 140 new recruits nurses from the year 2011 to 2014 were divided into control group and experimental group with 70 cases each. The control group received standardized training. In addition, the experimental group added the curriculum of nursing risk management from different levels in the basis of standardized training. Data were statistically analyzed according to the examination results, incidence of nursing safety events (adverse events) and post admittance rate of new nurses, in order to evaluate the effects. Results The examination results after standardized training and post admittance rate of the experimental group were higher than those of the control group: (83.61±6.90) points vs. (80.13±10.58) points,95.7%(67/70) vs. 82.9% (58/70), and there were significant differences, t=-2.309,χ2=6.05,P<0.05. And the incidence of nursing safety events (adverse events) of the experimental group was lower than that of the control group in standardized training: 1.4% (1/70) vs.11.4% (8/70),and there was significant difference,χ2=4.275,P<0.05. Conclusions The curriculum provision of nursing risk management can enforce the safety consciousness of new nurses , culture them self-conscious and standardized nursing behaviors, reduce the incidence of nursing safety events (adverse events) and improve the work ability of new nurses. Key words: Nursing risk; Curriculum; New nurse; Standardized training

Application of job competence guided standardized training for new entry nurses

Objective To evaluate the application of job competence guided standardized training for new nurses. Methods A total of 28 nurses received traditional training (experienced nurses trained new nurses) as control group for new recruited nurses in 2012, and 28 new entry nurses in 2013 underwent job competence guided standardized training as experimental group. We compared passed rates of bedside comprehensive ability and scores in two groups nurses before and after training. Results Before pre-service training, the passed rates of bedside comprehensive ability was 7.14% in two groups, and increased to 92.86% after training. After training, the score of experimental group was (83.48±9.86) comparing with (79.47±8.91) in the control group (t=4.45, P<0.01). Conclusions Pre-service training plays a important role in improving nurses′ bedside comprehensive ability, and job competence guided standardized training is more effective than traditional training for new entry nurses. Key words: Pre-service training; New entry nurses; Job competence; Bedside comprehensive ability