Investigate The Awareness Of Nurses Not In The Endocrinology Department Of Tertiary Hospitals In Henan Province On Knowledge Of Blood Glucose Monitoring For Training Countermeasure

Objective1. To describe the basic status of knowledge about blood glucose monitoring of nurses who were not in the endocrinology department of tertiary hospitals in Henan Province through questionnaire.2.To discuss the efficacy of training different levels of clinical nurses to acquire knowledge and communication skill of blood glucose monitoring combining with standardized patients according to the result of questionnaire and relevant literature analysis. Methods 1 Investigate the current status through questionnaireThrough the literature review and expert consultation,adopt the questionnaire of the clinical nurse blood glucose monitoring knowledge designed by Biao Ding.Know about and analyze the awareness and knowledge of blood glucose monitoring of 290 nurses from 6 tertiary hospitals who were not in the endocrinology department but contacted more diabetes complications by convenience sampling. 2 Undertake training according to the surveyThe nurses were divided into different levels according to their nursing age to avoid influencing the results.Give lectures and design warnings on record sheets to acquire the blood glucose target according to different scores.Take situational teaching method based on standardized patients to train monitoring skills and systematic health education for self-blood glucose monitoring of patients.Invite experts to design 4 training scenarios according to the 4 aspects of lower scores.Scenario simulation covers items of lower scores in blood glucose monitoring skill and more questions about clinical patients’ self-monitoring from "the questionnaire of the clinical nurse blood glucose monitoring knowledge". Recruit 4 practical nurses to be standardized patients and imitate patients according to the training scene.Introduce standardized patients for class exercises in every situation.Each nurse could go through all the 4 training scenarios. 3.Evaluation of the efficacyAdopt descriptive and randomized self-control clinical studies.Investigate these nurses again after training using the same questionnaire.Compare the scores before and after training,analyze influencing factors and evaluate the efficacy from the perspective of doctors and patients.All these data were documented into the excel sheets by two people.Use SPSS19.0 statistical software to analyze these data.General conditions of the nurses were described by constitutes ratio and percentage.The scores of questionnaire were described by mean ± standard deviation.The parametric test was adopted if the data conformed to normal distribution.In contrast,median and nonparametric test was used.Paired sample t test was carried out to know about the questionnaire scores and satisfaction before and after the training and satisfaction. Results1.The scores of 290 nurses were between 13 to 18 points before the training and accuracy was 75.5%.2.There were larger differences of accuracy among 290 nurses before the training.Mastery of the blood glucose monitoring skill was superior to the professional knowledge.3.The nursing age,position and whether accepting the guide knowledge before training was statistically different(P<0.05).4.The scores of knowledge about blood glucose monitoring skill and targets before and after the multi-level training was statistically different(P<0.05).5.The scores and satisfaction of patients and doctors was statistically different before and after situational teaching method(P<0.05). Conclusions1.The general knowledge about the blood glucose monitoring of 290 nurses were poorer.Nevertheless, the monitoring skill was superior to the professional knowledge.And the skill was improved with the nursing age and professional ranks.2.Multi-level training and situational teaching method based on standardized patients could effectively improve the clinical practice and communication skill of different classes of nurses.They were worth of being generalized.