Objective: to analyze the mid-term effect of individualized training of dual tutoring system for newly recruited undergraduate nurses, and provides reference for later training. Methods: 60 newly recruited undergradua...Objective: to analyze the mid-term effect of individualized training of dual tutoring system for newly recruited undergraduate nurses, and provides reference for later training. Methods: 60 newly recruited undergraduate nurses were selected for research, and divided into groups according to time. The control group (January 2017 to December 2018) received routine training, and the observation group (January 2019 to December 2021) received personalized training under the dual tutorial system. Compare the training effect. Results: the scores of training theoretical knowledge (92.4 ± 3.8) and professional skills (91.5 ± 4.5) in the observation group were higher than those in the control group (85.8 ± 4.2) and (87.1 ± 4.0) (t9.382, 7.003, P0.000, 0.000). The scores of cognitive value, social support and communication skills, frustration coping and self reflection in the observation group (37.8 ± 3.5), (23.7 ± 2.6), (24.8 ± 2.3), (24.0 ± 2.5), (12.6 ± 1.8) were higher than those in the control group (33.4 ± 3.2), (21.5 ± 3.1), (22.0 ± 2.7), (21.7 ± 3.1) (10.8 ± 1.4) points (t8.035, 6.978, 7.324, 7.163, 7.323, P0.000, 0.004, 0.000, 0.003, 0.000). The total satisfaction rate of the observation group was 96.7% higher than that of the control group (80.0%) (X24.754, P0.029). The self-efficacy score of the observation group (27.2 ± 3.4) was higher than that of the control group (24.6 ± 4.0) (t4.713, P0.009). Conclusion: the individualized training of dual tutor system in newly recruited undergraduate nurses is beneficial to the improvement of the overall level of nurses, their comprehensive ability and their self-efficacy.展开更多
文摘Objective: to analyze the mid-term effect of individualized training of dual tutoring system for newly recruited undergraduate nurses, and provides reference for later training. Methods: 60 newly recruited undergraduate nurses were selected for research, and divided into groups according to time. The control group (January 2017 to December 2018) received routine training, and the observation group (January 2019 to December 2021) received personalized training under the dual tutorial system. Compare the training effect. Results: the scores of training theoretical knowledge (92.4 ± 3.8) and professional skills (91.5 ± 4.5) in the observation group were higher than those in the control group (85.8 ± 4.2) and (87.1 ± 4.0) (t9.382, 7.003, P0.000, 0.000). The scores of cognitive value, social support and communication skills, frustration coping and self reflection in the observation group (37.8 ± 3.5), (23.7 ± 2.6), (24.8 ± 2.3), (24.0 ± 2.5), (12.6 ± 1.8) were higher than those in the control group (33.4 ± 3.2), (21.5 ± 3.1), (22.0 ± 2.7), (21.7 ± 3.1) (10.8 ± 1.4) points (t8.035, 6.978, 7.324, 7.163, 7.323, P0.000, 0.004, 0.000, 0.003, 0.000). The total satisfaction rate of the observation group was 96.7% higher than that of the control group (80.0%) (X24.754, P0.029). The self-efficacy score of the observation group (27.2 ± 3.4) was higher than that of the control group (24.6 ± 4.0) (t4.713, P0.009). Conclusion: the individualized training of dual tutor system in newly recruited undergraduate nurses is beneficial to the improvement of the overall level of nurses, their comprehensive ability and their self-efficacy.
