Sokas R K, Simmens S, Scott J
Department of Medicine, George Washington School of Medicine and Health Sciences, Washington, DC 20037.
Acad Med. 1993 May;68(5):374-6. doi: 10.1097/00001888-199305000-00022.
A training program in universal precautions was developed and implemented in 1991-92 for second-year students at the George Washington University School of Medicine and Health Sciences. The students were required to participate in a three-hour session that consisted of lecture, demonstration, and practice components focused on the risks of bloodborne-disease exposure and the techniques of phlebotomy and intravenous insertion using universal precautions.
All 135 second-year students participated in the lecture component, but only 120 students, who were unfamiliar with the procedures, were required to participate in the demonstration and practice components. Each of these students was asked to answer pre- and postsession knowledge questions and to rate his or her preparedness on a five-point Likert scale, ranging from 1, "not prepared at all," to 5, "well prepared." Paired t-tests were used to compare the pre- and postsession knowledge scores and self-assessed preparedness scores. At the end of the training program, the students were offered the opportunity to volunteer for additional, individualized training with the hospital phlebotomy service. Unpaired t-tests were used to compare differences between the postsession knowledge scores of the volunteers and nonvolunteers.
A total of 103 students completed both pre- and posttests. The students' knowledge scores increased from means of 64.7% to 88.5% (p = .001). Their self-assessed preparedness scores also increased, ranging from a low of means of 1.6 presession and 3.4 postsession for intravenous insertion to a high of means of 3.19 presession and 4.26 postsession for addressing personal concerns about possible exposure. The 43 students who volunteered for additional training scored significantly better on the postsession knowledge questions than did the nonvolunteers, suggesting that those who may have needed it most failed to sign up for additional training.
The training session significantly improved the students' knowledge and sense of their own competency.
1991 - 1992年，乔治·华盛顿大学医学院与健康科学学院为二年级学生制定并实施了一项通用预防措施培训计划。学生们需要参加一个三小时的课程，该课程包括讲座、演示和实践环节，重点是血源性病原体暴露风险以及使用通用预防措施进行静脉穿刺和静脉注射的技术。
所有135名二年级学生都参加了讲座环节，但只有120名不熟悉操作程序的学生被要求参加演示和实践环节。这些学生每人都要回答课前和课后的知识问题，并使用从1（“完全没准备好”）到5（“准备得很好”）的五点李克特量表对自己的准备情况进行评分。采用配对t检验来比较课前和课后的知识得分以及自我评估的准备得分。在培训计划结束时，学生们有机会自愿参加医院静脉穿刺服务的额外个性化培训。采用非配对t检验来比较志愿者和非志愿者课后知识得分的差异。
共有103名学生完成了课前和课后测试。学生的知识得分从平均64.7%提高到了88.5%（p = 0.001）。他们自我评估的准备得分也有所提高，静脉注射方面，课前平均得分低至1.6分，课后为3.4分；在解决对可能暴露的个人担忧方面，课前平均得分高至3.19分，课后为4.26分。43名自愿参加额外培训的学生在课后知识问题上的得分明显高于非志愿者，这表明那些可能最需要额外培训的学生没有报名参加。
培训课程显著提高了学生的知识水平和自我胜任感。
