Ivestigation On Professional Training On Theoretic Knowledge For Primary Nursing Staff

OBJECTIVESBased on the status and needs of primary nursing staff on professional nursingtheory training, we design a framework of professional training for junior nurses andprovide the theoretical guidance for the professional training of primary nursing staff.METHODSThe methods of this study included Literature Search Method, Questionnaire andDelphi method. Using random sampling method, We conduct one questionnaire surveyto350primary nursing staff in a Certain3-Grade-A Integrate military hosiptal. Anotherquestionaire survey was conducted to20nursing specialists from13hospital in Beijing.Also six Questionnaires for six clinical departments was conducted to15head nursesper dapartment. Based on the status and needs of junior nurses on professional nursingtheory training, after collecting and analysising the valid questionnaires of two roundsof Delphi method, we tentatively set the framework of professional training on nursingtheory for primary nurses and professional theoretical training contents of six clinicaldapartments.RESULTS1.The status and needs of primary nursing staff on professional nursing theorytraining: Survey showed that nursing rounds (91.7%) and professional lectures (76.6%)are the main form of theoretical training for primary nurses currently. Differentclassification of primary nurses had different opinions on theoretical training approachand effective training approach (P<0.05).68.3%primary nurses agreeed that the currenttheoretical training were helpful,58.3%ones said that they were unable to recall thedeepest impact training content on them.The proportion of primary nurses engaged inclinical teaching, research and nursing management was associated with thequalifications of nurses (P<0.05). However, the nurmber of primary nurses participating in nursing research and nursing management was still not enough.2.The needs of primary nurses on theoretical training: The top three theoreticalknowledge that nurses needed were the rescue of critically ill patients(39.1%), themeaning and interpretation of indicators(42.9%), new technologies and developments(59.7%). New nurses and less experienced nurses felt that they needed more theoreticalknowledge of specialist rescue of critically ill patients compared with other groups(P<0.05). Nurses thought that the top three reasonable assessment were caseanalysis(39.7%), scenario simulation(38.0%) and health education for patients(38.0%).Compared with elder nurses, the youngers tended to evaluate the theoretical level withvariety of assessment methods(P <0.05).3.The framework of professional theoretic training for primary nurses: after tworounds of expert consultation, we initially established a training framework of primarynurses’ specialist skills, including specialist nursing care theoretical knowledge,specialist nursing care operations, knowledge of nursing teaching, nursing researchknowledge, nursing management knowledge. The first level projects were consisted of19second-level projects and78three-level projects.4.Different nursing group had different training contains. Training for new nurses(one year nurse): specialized knowledge of nursing theory and nursing operations.Training for Low-years nurses (2to3years nurses): deeper specialized knowledge ofnursing theory and nursing operations. Training for high qualification nurse (≥4yearsnurses): specialized knowledge of nursing theory and nursing operations, nursingeducation. Training for low seniority Nurse added knowledge of nursing research andnursing management.The senior nurse specialist skills training (≥3years Nurse): nursingresearch and nursing management.5.Through two rounds of Delphi methods, we initially identified theoreticaltraining contents of six clinical departments and the effect that different nursing groupsneed to achieve.CONCLUSIONSThe effectiveness of professional training on theoretic knowledge for junior nurses still need to be improved. Targeted training should to be developed step-by-step injunior nurses of different classification. In this study, we initially identified theoreticaltraining contents of six clinical departments and the effect that different nursing proupsneed to achieve. The weight value of training projects may provide a basis for ourprofessional training.