Application Of CDIO Teaching Mode In Instrument And Equipment Use Training For Junior Nurses In Operating Room

Research Purpose:To explore the application effect of CDIO teaching mode in instrument and equipment use training for nurses with low experience in the operating room,and to provide research ideas and scientific basis for instrument and equipment teaching methods for nurses with low experience in the operating room.Research Methods:This study consists of two parts:(1)Part I: Formulate the training program of instruments and equipment based on the CDIO teaching model,Through literature research and taking CDIO teaching mode as the theoretical framework,the preliminary draft of training program for CDIO teaching mode was preliminarily formulated.Through the Delphi method,after two rounds of expert letter consultation,the final training program was formed.(2)Part II: Application of CDIO teaching mode in instrument and equipment use training for junior nurses in operating room.A randomized controlled study was adopted in this study.According to the inclusion and exclusion criteria,72 nurses with low seniority in the operating room of a third-grade A hospital in Jiangsu Province were selected as the research objects by convenience sampling method.The subjects were divided into experimental group and illuminating group with 36 people in each group by random grouping method.CDIO teaching mode was adopted for instrument training in the experimental group,while routine training was adopted for instrument training in the control group.The assessment results of theoretical skills of instruments and equipment,the scale of independent learning ability,the scale of critical thinking ability and the satisfaction of surgeons were taken as the evaluation indexes of the training effect.Using SPSS 23.0 software for data processing,P<0.05 was considered statistically significant.Research Results:1.For the CDIO teaching mode training program developed by the Delphi method,the positive coefficients of expert correspondence were 93.75% and 100%,the authority coefficients were 0.88 and 0.90,and the coordination coefficients of expert opinions were 0.308 and 0.417.2.Comparison of general information.There were no significant differences in gender,age,working years,educational background and professional title between the two groups(P>0.05).3.Comparison of theoretical and skill assessment results.There was no significant difference in the theoretical assessment,skill assessment and total scores between the two groups before training(P>0.05);After training,the theoretical examination scores,skill examination scores and total scores of nurses in the experimental group were higher than those in the control group,and the difference was statistically significant(P<0.05).4.Comparison of autonomous learning ability.Before the training,there were no significant differences in the total score of independent learning ability and four dimensions of self-motivated belief,task analysis,self-monitoring and adjustment,and self-evaluation between the two groups(P>0.05);After training,the total score of independent learning ability,self-motivated belief,task analysis,self-monitoring and adjustment and self-evaluation of nurses in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.05);After the training,the total score of independent learning ability and the scores of four dimensions of nurses in the experimental group were higher than those before the training,with statistical significance(P<0.05);There was no statistical significance in the total score of independent learning ability and the scores of four dimensions of nurses in the control group after training compared with those before training(P>0.05).5.Comparison of critical thinking skills.Before the training,there was no significant difference between the control group and the experimental group in the total score of critical thinking ability and the seven dimensions of truth finding,analytical ability,open mind,systematic ability,critical thinking confidence,curiosity for knowledge and cognitive maturity(P>0.05);After the training,the total score of critical thinking ability and seven dimensions of truth finding,analytical ability,open mind,systematic ability,critical thinking confidence,curiosity for knowledge and cognitive maturity of nurses in the experimental group were all higher than those in the control group,with statistical significance(P<0.05);After the training,the total score of critical thinking ability and the scores of seven dimensions of nurses in the experimental group were higher than those before the training,and the differences were statistically significant(P<0.05);There was no statistical significance in the total score of critical thinking ability and the scores of seven dimensions of nurses in the control group after training compared with those before training(P>0.05).6.Comparison of surgeon satisfaction.After training,the satisfaction scores of instrument preparation,instrument connection,parameter setting,equipment loading and unloading,troubleshooting and matters for attention of the surgeons in the experimental group were all higher than those in the control group,with statistical significance(P<0.05).Research Conclusion:1.The instrument and equipment training program based on CDIO teaching mode is highly scientific and reliable.2.CDIO teaching mode improves the effect of instrument and equipment training for nurses with low seniority in the operating room.(1)CDIO teaching mode improved the proficiency of instruments and equipment of nurses with low seniority;(2)CDIO teaching mode improved the autonomous learning ability of nurses with low seniority;(3)CDIO teaching mode improved the critical thinking ability of nurses with low seniority;(4)CDIO teaching mode improved surgical doctors’ satisfaction with the use of instruments and equipment by nurses with low seniority.