To Evaluate The Effect Of Hospital And College Combined Oriented Training For ICU Nurses

Object:1. To explore vocational college nursing education and clinical application of a reasonable convergence. To shorten the clinical nursing students’refractory period. To explore critical care medicine specialist nurse training model provides a theoretical basis for further scientific research.2. For nursing students at the school and the internship phase of ICU nurse specialist training Prominent features of critical care medicine specialist nurses specializing in Intensive Care Medicine throughout the main line, change the past, teaching content is general and specialized clinical status.3. To establish reasonable access standard ICU specialist nurse practitioner, nurse specialist ICU setting clear roles and functions to develop a sound use of ICU nurse specialist to provide a reference.Methods:1. The first stage (the first to the third semester):In 2009 September the school enrolled in the nursing department of Henan Medical College for Staff and Workers three year university college students 1520 to 3 semesters of public basic courses and professional courses in nursing care. There were theoretical examination and basic nursing operation technique assessment in the final examination.2. The second stage (the fourth semester):Set up the experimental group and the control group. The students were divided into ordinary classes (control group) and ICU orientation training class (experimental group). A random sample of 50 people volunteered to join the ICU orientation training class of nursing students in the experimental group. In a random sample of 50 people have no desire to participate in the ICU orientation training class of nursing students in control group. Add two ICU of specialized courses in basic nursing course on nursing students in experimental group. To compare the average score of nursing courses assessment and basic nursing operation technology assessment of the two groups. To statistics students in experimental group ICU specialty theory examination excellent rate and ICU nursing operation evaluation excellent rate.3. The third stage (the fifth to the sixth semester):The nursing students enter the hospital department designated ten month internship. Department of critical care medicine and nursing department jointly developed the experimental group of nursing students’ internship program. The school according to the teaching program, setting the control group of nursing students’ internship program. After the end of the internship, compared two groups of nursing theory test average score and average score assessment of nursing operation technique. Compared two groups of nursing performance evaluation.4. The fourth stage (after three months work in ICU):Comparing the adaptation rate of ordinary class of nursing students and ICU orientation training class of nursing students after graduation to work in ICU.5. Statistical analysis:Statistical analysis was performed using SPSS17.0 statistical software. Using x±s said the experimental data. Comparison between groups using single factor analysis of variance. Two two compared with the t test. The inspection level a=0.05, P<0.05 was statistically significant.Result:1. The first to the third semester, average score of each course assessment after statistics processing, there were no significant differences between the experimental group and the control group (P>0.05); average score of the basic nursing operation technology assessment after statistics processing, there were no significant differences between the experimental group and the control group (P>0.05).2. The fourth semester of academic assessment, the average score of the experimental group is 89.60±7.84, control group is 81.76±11.65, compared to the average scores of the two groups, with significant difference (P<0.05). The basic nursing operation technology assessment, the average score of the experimental group is 89.46±4.89, the control group is 83.76±10.13, compared to the average scores of the two groups, with significant difference (P<0.05).3. The fourth semester ICU specialty theory examination in experimental group,50 nursing students pass the exam, which has excellent (average>90) in 32, the excellent rate was 64%; in skills assessment process, there are 31 outstanding people (the average score>95), a good 14 people (the average score≥90), five fail (any<90), ICU specialist skills assessment rate of 62% excellent.4. After the end of the internship evaluation theory, the average scores of students in experimental group is 89.84±4.79, the control group of nursing students is 83.62±9.71, two groups of nursing students average score comparison, with significant difference (P<0.05);nursing skills assessment, the average scores of students in experimental group is 89.92±7.73, the control group of nursing students is 81.26±11.96, two groups of nursing students average score comparison, with significant difference (P<0.05).5. After the end of the internship, the comparison of the two groups of nursing students in nursing performance evaluation, the experimental group of nursing students in intensive care ability, planning and evaluation ability, communication ability, professional development ability was better than the control group of nursing students.6. After graduation, students in experimental group have 49 people working at ICU. After three months of work, there were 47 people adapt to the ICU work, do not adapt to the number of 2 people, adapt to the rate of 93.88%. The control group have 31 people working at ICU. There were 22 people adapt to the ICU work, do not adapt to the number of 9 people, adapt to the rate of 70.97%. There were significant differences between two groups (P<0.05).Conclusion:1. Hospital and school combined with directional training of ICU nurses can improve the theoretical and nursing operation of nursing students.2. The combination of hospital and school training ICU nurses can improve the nursing students’ critical care ability, plan and evaluate ability, communication ability, and professional development ability.3. Hospital and school combined with directional ICU nurses can shorten the clinical refractory period of nursing students.