The Evaluation Of The Effects Of Cooperative Learning Model In Clinical Nursing Skills Training

Nursing skill is an important part of "Basic Nursing Science". It is an important indicator of the evaluation about the nurses'"practical ability" .Super quality of care requires high level of nursing skill. The development of the 21st Century about the nursing profession demands those nursing staff not only have the knowledge, skills, but also have the collaboration and solidarity and the ability to cooperate with others. So we must attach importance to the nurses'ability to co-operation at the same time of teaching professional knowledge and professional skills to nurses. In traditional training of clinical nursing skills, we pay more attention to individual behavior and the evaluation results have also laid emphasis on personal achievements in the course of training nurses, but ignore the "team spirit" training, which can not satisfy the requirements of education reform. As a result, the reform of the way of traditional nursing skills training and assessment is imperative. As a nursing administrator must constantly upgrade their knowledge and explore effective methods of training.Cooperative learning is one form of self-studies. It rose in the United States in the early 1970s.It was called "the most important and most successful education reform over the last decade". The research and experimental learning of cooperative learning in our country have achieved good results since the late 1980's and the beginning of 1990's. Cooperative learning relative to "individual learning", refers to the learners in small groups and teams in order to complete the common task. The learners do mutual aid learning which has a clear division of responsibilities; it is the cooperation between two or three persons; it is also between more people. The students among the group communicate, discuss, evaluate, encourage, support, help and adopt a series of interactive process of cooperation, learning to solve common problems together to achieve learning goals, in order to share the exploring achievements and the experience of happy collaboration. The use of "cooperative learning" teaching model contribute to the spirit of cooperation and group awareness training, the improvement of cooperation ability , and each airs his own views, brainstorming, sharing of resources in cooperation.The history of developing and researching cooperative learning abroad has been for several decades. But in our country it is still a new thing. Researches in our country shows that it is useful for classroom teaching to students if the characteristics and advantages of collaborative learning appllied, but this model is rarely applied to clinical nursing care research and technical training.In this study we applied cooperative learning theory in our hospital clinical care and nursing skills in hands-on training and reformed the traditional clinical nursing skills training, to explor the results of the application of cooperative learning theory in clinical nursing care and skills training and to research the nursing skills training model to adapt to the development of nursing. The study also improved the effective of clinical care and skills training, raised the level of clinical nursing care skills and clinical care teaching skills. It also gave reference for the reform of clinical nursing skills training and assessment model. I selected 261 nurses under the age of 45 to conduct four nursing care skills training and assessment: cardio-pulmonary resuscitation, oxygen, intravenous infusion, the back care. The fixed training teachers explained the operation procedures and the principles to the two groups participated in training nurses in accordance with uniform standards in each operation. Each of the training time was 4h (0.5d).This was a learning process. After the training, the 261 nurses who took part in the training were divided into experimental and control groups. Control group had 131 nurses, 130 nurses in the experimental group. Control group of nurses did an independent practice by individual units in accordance with traditional methods of learning and operated in accordance with the standards and training teachers'request. The practice time same to experiment group, was 16h.when encountered problems at any time, ask the training teachers. First of all, training teachers explained the connotation of the theory of cooperative learning and cooperative learning methods to nurses in the experimental group. They raised awareness of cooperative learning theory and did good preparation for cooperative learning. Then according to the principle of the heterogeneous group (good with bad), the homogeneous groups group (the ability level of each group is about the same), we separated the 130 nurses into co-operation groups, each group 4 to 5 people. They did cooperative learning by small groups unit. In each group, nurses followed the principle of operation and discussed operational procedures and details of the operation, brainstorming a broad sense. They rationally reformed the traditional operating procedures and worked out the most efficient operational procedures. When cognitive conflict took place between members of the group, nurses can asked for training teachers. Each nurse had to act as a patient, the operator, the judge's role. After the training exercises, they did the project appraisal. They did CPR and oxygen assessment in the simulate classroom; Back care and intravenous infusion used clinical practice evaluation. Then issued questionnaires to all the training and assessment nurses .I compared the effects of the two types of training methods. I also issued questionnaires the patients who accepted intravenous infusion and the back care .Then surveyed the rate of patient satisfaction to the two groups of nurses.In experimental group, 4 operating performance assessment (CPR, oxygen, intravenous infusion, back care), the standard rate of assessment and evaluation of outstanding rates were significantly higher than control group; experimental group of nurses interested in learning to operate significantly were higher than control group; In overall quality, the experimental group ,their enthusiasm to study, initiative to learn, the ability of cooperation, adaptability, problem-solving skills, creative-thinking ability,ability to integrate theory with practice and communication skills also significantly improved; Ability to use knowledge, organization and coordination capabilities, innovative thinking, clinical decision-making ability, critical thinking ability were no significant different between the two groups; the result of the two training model in the experimental group the rate of patient satisfaction to intravenous infusion and nursing back operation was significantly higher than control group. In the experimental group, 128 nurses of 131 nurses consider that it is much better of the cooperative learning than the traditional training model, the approval rate was 97.7 percent.One of the results is that Cooperative learning can improve the training effect of nursing skills and the examination results. Another result is that cooperative learning can enhance the interest in learning nursing skills. The third result is that cooperation learning increases the quality of nurses and the ability of many aspects .the fourth result is that cooperative learning make the operating procedures of nursing skills further scientific and standardized. The fifth result is that cooperative learning achieves the transfer and sharing of information. The sixth result is that the rate of patients'satisfaction to nurses on the skills is heightened. All in all cooperative learning theory applies to clinical nursing care and skills training.