Research On The Training Mode For Critical Care Nurse

Objective:To construct the training mode for Critical Care Nurse.Methods:Taking Guizhou Province as an example, this study established the experiential training mode for Critical Care Nurse in their training activities through analysing four elements.①Training objectives:This paper proposed Critical Care Nurse’s training objectives using Delphi method, Analytic Hierachy Process(AHP) and percentage of weight method. For this purpose,25experts from nursing management, nursing education, clinical care and medical field were consulted. After two rounds of expert consultation, the results and reliability of consulting were analysed, and then, the weight of concrete targets were calculated through AHP and percentage of weight method.②Curriculum:Critical Care Nurse’s training course were based on Competence Based Education(CBE) model and characterized by experiential learning. It was set on synthesizing many basis through Developing A Curriculum(DACUM), course analysis, expert workshops, literature review and questionnaire, and had been tested in the training activities and constantly revised.③Training methods:This paper formed Critical Care Nurse’s experiential teaching mode using document analysis, questionnaire, empirical research. experience summary method and blending experiential learning theory with adult learning law.④Evaluation:The training mode was based on Kirkpatrick’s four level evaluation model. It completed reaction level and learning level assessment through theory test, questionnaires, practice and experience test to achieve a multidimensional, multilevel and comprehensive examination.Results:The experiential training mode for Critical Care Nurse was constructed.①Formation the overall goal and concrete targets and the latter contain3first indexes and39secondary indexes.②The curriculum was based on CBE model, the theoretical course was ladder module form with experiential learning module for features, while the practice course were compiled into "clinical practice manual".③The experiential teaching mode chart for Critical Care Nurse was summarized, it contains multiple methods, such as team training, clinical real experience, cases collection and script preparation, case discussion, case experience, watching video and reflection, drawing a concept map.④The students’ awareness of experiential teaching was increased significantly (P<0.01) and evaluations on the experiential teaching were higher generally. More than90%students thinked that it could expand theoretical knowledge, improve rescue abilitity, clinical nursing abilities, communication skills, critical thinking ability, teaching skills, unity and collaboration capabilities, cultivate humanism care consciousness and attention to new knowledge and technoligical. But40.8%students considered its impact on research ability is not helpful or uncertain.Conclusion:①The training objectives have certain scientific and feasible. The curriculum and teaching methods, which characterized by experiential learning, can enhance students’ interest, arouse their initiative and comply with adult’s continuing education learning rule. The evaluation form based on the four level evaluation model can achieve multidimensional and multilevel test. As a result, the training mode can be used as one of the optimization training plans for Critical Care Nurse’ standardized training.②The training mode not only effectively improve students’ rescue ability and clinical nursing capability, cultivate humanism care consciousness, but also enhance their communication, thinking and education comprehensive abilites, cultivate awareness of concerned about new progess of discipline.③The training mode can promote the growth of young teachers to reserved teaching resources for next training.④The training mode have cultivated a group of high quality, application of Critical Care Nurse for Guizhou Province, moreover, it also provids a theoretical basis for Critical Care Nurse’s standardization training.