The Practice Of The Clinical Pathway Teaching Mode Of Nursing Interns Based On Core Competency

Objectives:The aim of this study was to explore teaching mode of clinical pathway based on core competency and evaluated the efficacy on improving the core competency of clinical nursing interns. To provide scientific evidences for clinical teaching practice.Methods:Teaching mode of clinical pathway for nursing interns based on core competency was established through search literatures and experts consultation.100 nursing students of the Affiliated Hospital of Medical college of Ningbo University who studied from June 2014 to April 2015 were enrolled. They were randomly divided into control group and experimental group. The conventional teaching methods were received in control group and the teaching mode based on clinical pathway were performed in the experimental group. According to the requirement of practice,8 departments were delected randomly with the new teaching mode which distributed in internal medicine, surgical, gynecological and pediatric departments respectively. Conventional teaching methods were adopted in the remained departments. Each students were assessed by the teacher in charge with an appraisal sheet of core competency before the students transmited to other department. Additionally, the students should evaluated themselves with the same sheet. The data of core competency of students were analyzed statistically at 4th,20th, and 36th week during the practice.Results:The base score of core competency was not significant differences in these two groups. During the practice, both two groups has improved over time. For detailed, according to the assessment by the teacher in charge, the score of good personality traits were not significant differences between two groups in all period of clinical practice. The total score of the core competency, clinical nursing ability, communication skills, specialized construction and self-development capacity were not significant differences between two groups in initial and mid-internship, but were significantly higher in the experimental group than those in the control group during the last period of clinical practice (P<0.05). During the mid-internship and last, the Critical thinking ability in the experimental group was statistically higher than control group (P<0.05). For repeated measures analysis of variance, the results showed that the main intervention effect on the total score of core competency and critical thinking ability was statistically significant (P＜0.05) in the two groups. The main effect of time on the total score of the core competency, clinical nursing ability, communication skills, specialized construction and self-development capacity were significant differences. And there was interaction at the total score of the core competency between time and intervention (P<0.05).From the assessment by the nursing students themselves, the score of good personality traits were not significant differences between two groups in all period of clinical practice. The communication skills, specialized construction and self-development capacity were not significant differences between two groups in initial and mid-internship, but were significantly higher in the experimental group than those in the control group during the last period of clinical practice (P<0.05). The total score of the core competency and clinical nursing ability were not significant differences between two groups in initial internship, but were significantly higher in the experimental group than those in the control group during the middle and last internship (P＜0.05). For repeated measures analysis of variance, the results showed that the main intervention effect on the total score of the core competency, clinical nursing ability, communication skills and critical thinking ability was statistically significant (P<0.05) in the two groups. The main effect of time on the total score of the core competency, clinical nursing ability, communication skills, specialized construction and self-development capacity were significant differences. And there was interaction at the total score of the core competency, clinical nursing ability, communication skills, specialized construction and self-development capacity between time and intervention (P<0.05).Conclusions:The teaching mode focus on nursing competency by using scientific clinical pathway form which has clear training goals of core competency. Result in the changing in traditional teaching philosophy and methods, and ensure the management of teaching, promoting the core competency of nursing students for the future.