An Application Of Research On The Anchored Instruction Model In The Assessment Ability Of Emergency Nurses

[Objectives] This thesis tries to understand the present situation of emergency nurses’ assessment ability, analysis the influence factors of emergency nurses’ assessment ability, and explores the effect of the anchored instruction model to improve the assessment ability of emergency nurses, providing scientific basis for emergency nurses’assessment ability training and management.[Methods] This study pointed out in two stages. The first stage:Present situation investigation.In refer to large amounts of references, emergency nurse basic information questionnaire、emergency nurse assess importance cognition questionnaire and emergency nurses assessment ability self-reported questionnaire were designed based on expert review and revised preliminary investigation.102 emergency nurses from 4 comprehensive hospital emergency departments were selected to participate in the study of the questionnaire survey. The second stage:intervention study. Selected nurses rotatory in our hospital and brothers hospital emergency department from November 2013 to November 2014, who round every three months. The first two rounds of nurses is set to the control group, a total of 41 people, after two rounds of the nurse as intervention group, a total of 40 people. A review of the control group using conventional ability training plan, the anchored instruction model training methods was used in intervention group. Emergency nurses assessment ability self-reported questionnaire and self-designed assessment knowledge questionnaire were used on two groups before and after the intervention to evaluate the effect of the intervention. SPSS18.0 statistical software package is used to analyze data collected through questionnaires. When P<0.05, the difference is statistically significant.[Results] 1. The investigation results:The score of emergency nurses’assessment importance cognition was 96.94±0.642,There was no significant difference between emergency nurses from different degree, emergency working years, job title to office position(P>0.05). The score of emergency nurses’ self-assessment ability was 73.54±14.252. There was no significant difference between emergency nurses from different job title and office position(P>0.05),but the difference was statistically significant from different degree and emergency working years(P <0.05).2. Intervention study results:before intervention, the score of emergency nurses’ self-assessment ability in intervention group was 69.96±13.076,the score of assessment knowledge was 65.94±5.794;after intervention, the score of emergency nurses’ self-assessment ability in intervention group was 80.27±12.387,the score of assessment knowledge was 80.03±7.547, the differences were statistically significant (P< 0.05).After intervention, the differences were statistically significant between intervention group and control group in the score of emergency nurses’self-assessment ability(P<0.05),the same as the score of assessment knowledge.[Conclusions]1.Emergency nurses were better in assessment importance cognition,but ordinary in their assessment ability confidence, neither was convergent. Assessment ability remains to be further improved.2. Assessment importance cognition and assessment ability confidence weren’t convergent from different degree or emergency working years.In assessment ability confidence, bachelor degree nurse were higher than the junior nurses, and emergency nurses who work for more than 5 years were better than work for 5 years or less, which should be attention by the nursing managers.3. The training of anchored instruction model could be used to improve the emergency nurses confidence in their ability to assess and also to improve the evaluation knowledge level of the emergency nurses. Anchored instruction model was one of the effective ways to improve the assessment ability of emergency nurses.