| Objective:This study intends to apply the concept of"credit-based management"to the standardized training of nurses,establish a"credit-based flexible academic management model"based on the development of credit-based assessment standards for new nurses,and explore the effect of its application in the process of standardized training of new nurses,so as to provide a basis and reference for quantifying and standardizing the management of the standardized training process of nurses,thereby better improving the quality of standardized training of nurses and promoting the overall quality of new nurses and the quality of nursing services.Methods:In this study,the design method of class experimental research was adopted,and newly recruited nurses who met the inclusion and exclusion criteria in a tertiary care hospital in Xinjiang were selected as the study subjects and grouped according to the nurses’entry time,in which 97 newly recruited nurses in2018 were trained and managed using the traditional fixed academic system model;76 newly recruited nurses in 2019 were trained and managed using the flexible academic system model based on the credit system The evaluation included:the length of participation in standardized training,theoretical examination results,operational skills assessment results,evaluation of nurses’core competencies,evaluation of nurses’job competency,evaluation of training recognition,separation,and acquisition of nurses’qualification certificate(national line),comparing the differences of each index between the two groups of nurses before and after training,and comprehensively exploring and analyzing the management mode of flexible academic system based on credit system in nurses’standardized training The application effect.SPSS 23.0statistical software was used to conduct statistical description and statistical analysis,and the counting data were described as percentages(%)and theχ~2 test was used to compare the differences,and the measurement data were described as(?x±s).,and the two independent samples t test was used to compare the differences that conformed to normal distribution,and the data obtained by repeated measurement were analyzed by repeated measurement ANOVA,and the group,time effect and interaction effect(or simple The data obtained from repeated measures were analyzed and interpreted separately,as a way to better test the effects produced by the intervention methods within and between groups,all with(P<0.05)indicating that the differences were statistically significant.Results:(1)Comparing the basic information of the two groups of nurses,such as gender,age,graduated institution,education at the time of admission,and theoretical and operational scores at the time of admission,the differences were not statistically significant(P>0.05)and were comparable;the length of time that new nurses in the experimental group participated in standardized training(19.34±1.98)months was significantly shorter than that in the control group(24.00±0.00)months,and the differences were statistically significant(P<0.001),and as of the 7th training stage,75(98.7%)of the new nurses in the experimental group had total credits≥35 points and had met the requirements for applying for the final examination.(2)Comparison of theoretical assessment scores:In the 1st to 6th training stages,the theoretical knowledge examination scores of nurses in the experimental group were higher than nurses in the control group,and the differences were statistically significant(P<0.05).According to the results of repeated measures ANOVA,the intervention time effect,group effect and the interaction effect of both were significant(P<0.001)for the theoretical assessment scores of new nurses in both groups,η~2p being 0.718,0.201,and 0.065,and the results of simple effects analysis showed that there were differences in the theoretical assessment scores of new nurses in the first to sixth training stages,and the simple effects of group were significant(P<0.05),and the simple effects of intervention time for the theoretical examination scores of nurses in both groups were significant(P<0.001).(3)Comparison of operational examination scores:in the 1st to 8th training stages,the operational examination scores of nurses in the experimental group were higher than nurses in the control group,and the differences were statistically significant(P<0.05),and according to the results of repeated measures ANOVA,the intervention time effect,group effect,and the interaction effect of both were significant(P<0.001)for the operational scores of new nurses in both groups,withη~2p of 0.617,respectively 0.754,0.243;the results of simple effect analysis showed that there were differences in the operational assessment scores of new nurses in the two groups from stage 1 to 8,and the simple effect of group was significant(P<0.05),and the simple effect of intervention time for the operational assessment scores of nurses in both groups was significant(P<0.001).(4)Comparison of the core competency scores of nurses in the two groups:before participating in the standardized training,there was no statistically significant difference in the total mean score of core competency scores as well as the scores of 7 dimensions between the two groups(P>0.05);after the training,the total mean score of core competency of nurses in the experimental group(2.89±0.63)was significantly higher than that of the control group(2.62±0.66),while the differences in the scores of research and critical thinking,clinical care,The scores of five dimensions of leadership,professional development,and educational consultation were also higher than those of the control group nurses,and the differences were statistically significant(P<0.05),but the differences in the scores of the two groups of nurses in the two dimensions of interpersonal communication and legal and ethical practice were not statistically significant(P>0.05).(5)Comparison of nurses’job competency scores between the two groups:before participating in the standardized training,there was no statistically significant difference between the total mean scores of the job competency scores of nurses in the two groups and the scores of the 10 dimensions(P>0.05);after the training,the mean score of the job competency(self-assessment)scores of nurses in the experimental group(4.24±0.44)was significantly higher than that of the control group(3.87±0.51),and at the same time,there was no statistically significant difference between the scores of nursing At the same time,the mean scores in nine dimensions of nursing basic knowledge,nursing clinical skills,clinical thinking and judgment,assessment and intervention ability,clinical management ability,health education ability,resilience,comprehensive management ability and professional quality were all higher than nurses of the control group nurses,and the differences were statistically significant(P<0.05);after the training,the mean scores of the nurses’job competency(other evaluation)in the test group(4.18 After the training,the mean score of nurses’job competency(other evaluation)in the test group(4.18±0.38)was significantly higher than that in the control group(3.95±0.39),and the scores of nursing basic knowledge,nursing clinical skills,clinical thinking and judgment ability,clinical handling ability,health education ability,resilience,comprehensive management ability and professional quality were all higher than those of nurses in the control group(P<0.05).(6)Comparison of nurses’recognition scores of standardized training between the two groups:After the training,the total mean score of nurses’recognition of standardized training in the experimental group(4.29±0.53)was significantly better than that in the control group(3.90±0.73),and the recognition scores in three dimensions of organizational management,content approach and personal development were higher than those of nurses in the control group(P<0.05).(7)Comparison of other quantifiable indicators between the two groups of nurses:after the end of training,the incidence of tendency to leave the nurses in the experimental group(42.1%)was significantly lower than that in the control group(72.2%),and the separation rate of nurses in the experimental group(1.2%)was significantly lower than that in the control group(8.2%),and the differences were all statistically significant(P<0.05);before joining the nurses,there was no significant difference in the acquisition rate of nursing qualifications between the two groups(P>0.05),at the end of training,the rate of obtaining nurses’qualification certificates in the experimental group(98.7%)was significantly better than that in the control group(89.7%),and the difference was statistically significant(P<0.05);(8)A qualitative study of new nurses’experience of credit-based flexible learning management:four themes were finally condensed,namely:psychological stress,improvement and support,accelerated growth,and subjective formalization of evaluation content.Conclusions:The implementation of the flexible learning management model based on the credit system can effectively mobilize the learning motivation and work enthusiasm of new nurses,promote theoretical and operational assessment scores,core competencies and job competency of new nurses,and help new nurses to be more competent in clinical nursing work faster and better;at the same time,it can effectively improve new nurses’recognition of standardized training and reduce their willingness to leave,and the overall evaluation is good,but there is still room for improvement in the evaluation The overall evaluation is good,but there is still room for improvement in the evaluation content and standard details;the implementation of this model can help achieve a win-win situation for new nurses,clinical practice departments and training bases,which can promote the stable and sustainable development of nursing team and can be promoted and applied in the standardized nurse training institutions. |
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