Luo Fenglian, Cai Jun, Ma Haixia, Wu Xia, Xia Yue
Department of Hematology, The Second Affiliated Hospital of Chongqing Medical University, No.288, Tian-Wen Road, Chongqing, 40000, China.
Department of Gynecology, The Second Affiliated Hospital of Chongqing Medical University, Chongqing, China.
BMC Nurs. 2025 Apr 1;24(1):358. doi: 10.1186/s12912-025-02970-9.
This study investigates the effectiveness of a job competency-centered training system for newly hired nurses during their induction training.
The control group included 41 nurses who underwent traditional teaching models from 2020 to 2021. The observation group consisted of 39 nurses trained from 2022 to 2024, focusing on job competency. This training covered basic theoretical knowledge, operational skills, professional conduct, communication, emergency response, and comprehensive nursing care skills. Post-training evaluations included competency, theoretical and practical examination scores, Nursing-Mini-CEX excellence rates, patient satisfaction, and humanistic care abilities.
The observation group achieved higher scores across all assessment areas compared to the control group. Theoretical examination scores were (95.987 ± 2.129) vs. (94.756 ± 2.773), practical scores were (96.987 ± 1.254) vs. (95.902 ± 1.855), and comprehensive scores were (96.487 ± 1.234) vs. (95.329 ± 1.841). Mini-Clinical Evaluation Exercise (Mini-CEX) scores were (8.795 ± 0.409) for the observation group and (8.439 ± 0.594) for the control group. In job competency dimensions, the observation group scored: professional quality (10), general work capability (34.718 ± 0.916), communication and coordination (13.949 ± 0.605), proactive management (13.974 ± 0.778), patient safety (14.128 ± 0.767), health education (8.564 ± 0.552), and overall competency (95.333 ± 1.420). Conversely, the control group scored: professional quality (10), general work capability (34.268 ± 0.708), communication and coordination (13.634 ± 0.733), proactive management (13.634 ± 0.733), patient safety (13.780 ± 0.725), health education (8.293 ± 0.599), and overall competency (93.610 ± 1.481). For humanistic care ability, the observation group had cognitive (66.41 ± 3.362), courage (65.923 ± 3.115), and patience dimensions (60.308 ± 3.686), totaling (192.641 ± 5.451). The control group's scores were cognitive (64.488 ± 3.543), courage (64.317 ± 3.446), and patience (57.902 ± 5.004), totaling (186.707 ± 8.143). Patient satisfaction rates were 100% in the observation group and 95.12% in the control group. Nurses trained under the competency-based model showed significant enhancements in job competency, patient satisfaction, and humanistic care compared to those trained under traditional methods.
The job competency-centered induction training model significantly enhances new nurses' job competence, theoretical and practical assessment scores, humanistic care abilities, and patient satisfaction compared to traditional models.
本研究探讨以岗位胜任力为中心的培训体系对新入职护士入职培训的效果。
对照组包括41名在2020年至2021年接受传统教学模式的护士。观察组由39名在2022年至2024年接受培训的护士组成，重点是岗位胜任力。该培训涵盖基础理论知识、操作技能、职业行为、沟通、应急反应和综合护理技能。培训后的评估包括胜任力、理论和实践考试成绩、护理-迷你临床评估量表（Nursing-Mini-CEX）优秀率、患者满意度和人文关怀能力。
与对照组相比，观察组在所有评估领域均取得了更高的分数。理论考试成绩分别为（95.987±2.129）分和（94.756±2.773）分，实践成绩分别为（96.987±1.254）分和（95.902±1.855）分，综合成绩分别为（96.487±1.234）分和（95.329±1.841）分。观察组的迷你临床评估量表（Mini-CEX）得分为（8.795±0.409）分，对照组为（8.439±0.594）分。在岗位胜任力维度方面，观察组得分：专业素质（10分）、一般工作能力（34.718±0.916）、沟通与协调（13.949±0.605）、主动管理（13.974±0.778）、患者安全（14.128±0.767）、健康教育（8.564±0.552）和总体胜任力（95.333±1.420）。相反，对照组得分：专业素质（10分）、一般工作能力（34.268±0.708）、沟通与协调（13.634±0.733）、主动管理（13.634±0.733）、患者安全（13.780±0.725）、健康教育（8.293±0.599）和总体胜任力（93.610±1.481）。在人文关怀能力方面，观察组在认知（66.41±3.362）、勇气（65.923±3.115）和耐心维度（60.308±3.686）的得分，总计（192.641±5.451）分。对照组的得分分别为认知（64.488±3.543）、勇气（64.317±3.446）和耐心（57.902±5.004），总计（186.707±8.143）分。观察组的患者满意度为100%，对照组为95.12%。与传统方法培训的护士相比,基于胜任力模型培训的护士在岗位胜任力、患者满意度和人文关怀方面有显著提高。
与传统模式相比，以岗位胜任力为中心的入职培训模式显著提高了新护士的岗位胜任能力、理论和实践评估成绩、人文关怀能力及患者满意度。
