ABSTRACT
Objective:
To investigate the status quo of multi-level pre-job
training for clinical
nursing teachers and analyze their
training needs, so as to provide reference for the design of pre-job
training for clinical
nursing teachers.
Methods:
A
cross-sectional survey method was used to investigate 172 clinical
nursing teachers in a tertiary
general hospital in Harbin from April 2020 to June 2020 with multi-level pre-job
training mode. The status quo of pre-job
training and the
training needs of teachers were analyzed. SPSS 17.0 was used to process the original data statistically.
Results:
Among the 172
respondents, 138 teachers (80.2%) were under 35 years old, and 133 teachers (77.3%) had a bachelor's degree or less; 89 teachers (51.7%) confirmed that
hospitals or departments would carry out pre-job
training in a planned and organized way, 10 teachers (5.8%) said that
hospitals or departments had never organized
training, 41 teachers (23.8%) had never participated in pre-job
training, and 80 teachers (46.5%) had participated in pre-job
training 1-3 times. There were 5 duplicates in the first 8
training contents of in-
hospital training and in-department
training, including
knowledge of common
diseases,
nursing procedures,
communication skills,
hospital rules and
regulations, and
teaching methods. The total score of
training demand was (154.51± 40.35) points, and the overall demand rate was 81.3%, which was at the high level. The dimensions with the highest scoring rate were legal system and humanistic
literacy, with a scoring rate of 83.0%. The dimension with the lowest score was
teaching management, with a score of 74.9%. The scoring rate of
training needs with the highest points won nine items respectively on
students' basic quality (
self-
supervision, willingness to learn, professional quality, etc.) (84.7%),
training of legal
knowledge (84.4%), incompatibility of
drugs commonly used in department (84.3%),
nurse etiquette (83.3%),
nursing risk prevention (83.1%), evaluation
methods of
student education (83.1%),
nurse-
patient communication skills (83.0%),
nurses and
patients medication
observation points of commonly used
drugs in the department (83.0%), and effects of commonly used
drugs in department (82.9%). Among the top three
training forms, 84
students (48.8%) received
online learning, 74
students (43.0%) received
lectures from experienced teachers in
hospitals, and 72
students (41.9%) received experience exchange and sharing seminars.
Conclusion:
The
talent structure of clinical
nursing teachers in this
hospital is relatively young, and the first
education level is low. Therefore, the pre-job
training of clinical
nursing teachers should be strengthened vigorously. The
awareness rate and participation rate of pre-job
training are average, so we should strengthen the release of
training information from various channels, improve the
awareness rate of
training activities, clarify the encouragement or
reward measures to participate in pre-job
training activities, and improve the participation rate of
training activities. Pre-job
training content is repeated at every level, with a gap between the
training needs of teachers in clinical
nursing teaching. It's suggested that the
teaching hospitals combine with their
training objects of
training needs, take the online-offline mixed mode of
training, reasonably plan
training contents as a whole at all levels, avoid
training content repetition and waste of teachers, and organize teachers to timely exchange and share experiences.