Application of the teaching package based on structured body of knowledge in theoretical training of newly recruited nurses

Objective To evaluate the application effect of the teaching package based on structured body of knowledge in theoretical training of newly recruited nurses. Methods A total of 42 nurses recruited in 2021 and trained by using traditional teaching approach were selected as the control group. Another 40 nurses recruited in 2022 and trained by using a teaching program based on the structured body of knowledge were selected as the observation group. Both groups had a one-year training cycle, and the nurses in both groups were compared with their academic theory test scores, daily questionnaires and training satisfaction. Results The observation group showed significantly higher scores in both specialized theoretical examinations (93. 48±2. 63 vs. 89. 06±3. 69) and daily questionnaire tests (89. 10 ± 2. 13 vs. 82. 81±2. 91) than the control group (P＜0. 01). The satisfaction of the observation group in terms of learning interest, training method, training duration, and training effectiveness was also significantly higher than those of the control group (P＜0. 05). Conclusion Application of teaching package based on the structured body of knowledge can realize the homogenization of theoretical training for newly recruited nurses and improve their mastery of theoretical knowledge and satisfaction. (目的 探讨基于结构化知识体系的“带教包”在新护士专科理论培训中的应用效果。方法 选取2021年入职的42名新入职护士为对照组, 采用传统培训方法进行专科理论培训; 选取2022年入职的40名新入职护士为观察组, 采用基于结构化知识体系的“带教包”进行统一培训。两组新入职护士培训周期均为1年。比较两组新入职护士专科出科理论考试成绩、日常提问评分及培训满意度。结果 观察组专科出科理论考试成绩(93. 48±2. 63 vs. 89. 06±3. 69)和日常提问评分(89. 10 ± 2. 13 vs. 82. 81±2. 91)均高于对照组, 差异有统计学意义(P＜0. 01)。观察组在培训兴趣、培训方式、培训时长及培训成效方面的满意度评分优于对照组, 差异有统计学意义(P＜0. 05)。结论 基于结构化知识体系的“带教包”的构建与应用, 能够实现新护士专科理论培训的同质化, 提升其理论掌握程度与培训满意度, 具有较好的推广应用价值。)