Objective To explore the effect of practical nurses training effect on nursing core competence based on the clinical practice teaching model of integrating teacher and students.Methods The 60 nursing students who were practicing of the 2013 nursing specialty as intern nurses in the Respiratory Department of the First Affiliated Hospital of Hainan Medical College during 2016 to 2017 were randomly divided into two groups, experimental group and control group, with 30 intern nurses in each group respectively. The intern nurses in experimental group were taught in the clinical practice teaching mode of integrating teacher and students; the intern nurses in control group were educated by the traditional one-on-one teaching mode. Before and after four weeks of Internship in respiratory medicine, the training effect on nursing core competence of intern nurses was observed and evaluated by self-evaluation and assessment panel.Results The aggregate score by self-evaluation of nursing core competence in the experimental group was significantly higher than that in the control group. Especially the scores of critical thinking/scientific research, the score of interpersonal relationships, educational/consultation, ethics/legal practice and professional development were significantly improved in the experimental group. The total score by assessment panel of nursing core competence in the experimental group was higher than that in the control group, though there was no significant difference in the clinical nursing and leadership ability (P>0.05), the total average scores and the score of rest 5 core ability were still statistically significant (all P<0.05).Conclusions The clinical practice teaching mode of integrating teacher and students can effectively improve the core competence of practicing nurses.
Tan Chunmiao
,
Zhou Xiangdong
,
Zhu Yan
,
Fu Li
. Evaluation of practical nurses training effect on nursing core competence based on the clinical practice teaching model of integrating teacher and students[J]. Chinese Journal of Medical Education, 2018
, 38(3)
: 355
-359
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.03.009
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