中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2015年
5期
590-592,593
,共4页
岗位知识%精神科护理员%认知调查%培训
崗位知識%精神科護理員%認知調查%培訓
강위지식%정신과호리원%인지조사%배훈
Job knowledge%Psychiatric care workers%Cognition investigation%Training
目的：通过对精神科护理员岗位知识的调查,完善岗位知识的培训,提高护理员的综合素质。方法参考相关文献并结合临床实践,自行设计精神科护理员岗位知识认知调查表,选择2012年9月—2013年3月在上海市两所精神卫生中心工作的精神科护理员97名进行问卷测评,根据调查结果给予相应的培训和指导。经培训后6个月再次测评,比较培训前后精神科护理员对岗位知识的认知状况。同时运用自行设计满意度调查表,于培训前后对护理员的工作进行评价。结果培训后护理员岗位知识测评优秀者8名(8.25%),良好者44名(45.36%),合格者42名(43.30%),不合格者3名(3.09%),明显优于培训前,差异有统计学意义(H=121.09,P<0.01)。培训后护理员岗位职责和工作制度得分为(18.03±1.54)分,精神科危机状态应对方法得分为(16.21±1.63)分,基础医学知识得分为(15.33±2.34)分,安全维护知识得分为(17.57±1.77)分,基础护理知识得分为(13.01±2.39)分,平均得分为(80.20±7.96)分,均优于培训前,差异有统计学意义( t值分别为12.98,11.38,17.10,18.57,12.00,19.01；P<0.01)。结论分阶段、多样化的教育培训能有效提高精神科护理员对岗位知识的认知水平,为精神科护理人力资源和业务技术提供保障,能提高患者对护理工作的满意度。
目的：通過對精神科護理員崗位知識的調查,完善崗位知識的培訓,提高護理員的綜閤素質。方法參攷相關文獻併結閤臨床實踐,自行設計精神科護理員崗位知識認知調查錶,選擇2012年9月—2013年3月在上海市兩所精神衛生中心工作的精神科護理員97名進行問捲測評,根據調查結果給予相應的培訓和指導。經培訓後6箇月再次測評,比較培訓前後精神科護理員對崗位知識的認知狀況。同時運用自行設計滿意度調查錶,于培訓前後對護理員的工作進行評價。結果培訓後護理員崗位知識測評優秀者8名(8.25%),良好者44名(45.36%),閤格者42名(43.30%),不閤格者3名(3.09%),明顯優于培訓前,差異有統計學意義(H=121.09,P<0.01)。培訓後護理員崗位職責和工作製度得分為(18.03±1.54)分,精神科危機狀態應對方法得分為(16.21±1.63)分,基礎醫學知識得分為(15.33±2.34)分,安全維護知識得分為(17.57±1.77)分,基礎護理知識得分為(13.01±2.39)分,平均得分為(80.20±7.96)分,均優于培訓前,差異有統計學意義( t值分彆為12.98,11.38,17.10,18.57,12.00,19.01；P<0.01)。結論分階段、多樣化的教育培訓能有效提高精神科護理員對崗位知識的認知水平,為精神科護理人力資源和業務技術提供保障,能提高患者對護理工作的滿意度。
목적：통과대정신과호리원강위지식적조사,완선강위지식적배훈,제고호리원적종합소질。방법삼고상관문헌병결합림상실천,자행설계정신과호리원강위지식인지조사표,선택2012년9월—2013년3월재상해시량소정신위생중심공작적정신과호리원97명진행문권측평,근거조사결과급여상응적배훈화지도。경배훈후6개월재차측평,비교배훈전후정신과호리원대강위지식적인지상황。동시운용자행설계만의도조사표,우배훈전후대호리원적공작진행평개。결과배훈후호리원강위지식측평우수자8명(8.25%),량호자44명(45.36%),합격자42명(43.30%),불합격자3명(3.09%),명현우우배훈전,차이유통계학의의(H=121.09,P<0.01)。배훈후호리원강위직책화공작제도득분위(18.03±1.54)분,정신과위궤상태응대방법득분위(16.21±1.63)분,기출의학지식득분위(15.33±2.34)분,안전유호지식득분위(17.57±1.77)분,기출호리지식득분위(13.01±2.39)분,평균득분위(80.20±7.96)분,균우우배훈전,차이유통계학의의( t치분별위12.98,11.38,17.10,18.57,12.00,19.01；P<0.01)。결론분계단、다양화적교육배훈능유효제고정신과호리원대강위지식적인지수평,위정신과호리인력자원화업무기술제공보장,능제고환자대호리공작적만의도。
Objective To improve the psychiatric nursing training and the workers′ quality through investigating the level of psychiatric nurses′ job knowledge. Methods Considering of both theoretical and practical needs, we designed the “Questionnaire of Psychiatric Care Workers′ Job Knowledge”. A total of 97 people in two mental health centers of Shanghai who were working as care workers from September 2012 to March 2013 were selected. The questionnaire was surveyed before training and 6 months′after training. The level of psychiatric care knowledge was compared. Results After the training and mentoring, 8 nurses (8. 25%) were excellent;44 nurses (45. 36%) were fine;42 nurses (43. 30%) were passed;3 nurses (3. 09%) were not passed, which were significantly higher than those before the training (H=121. 09,P<0. 01). After training, the score of job responsibility was (18. 03 ± 1. 54);the score of crisis coping method was (16. 21 ± 1. 63);the score of basic medicine was (15. 33 ± 2. 34);the score of safe maintenance knowledge was (17. 57 ± 1. 77);the score of basic nursing knowledge was (13. 01 ± 2. 39) and the mean score was (80. 20 ± 7. 96), which were significantly higher than those before the training ( t = 12. 98, 11. 38, 17. 10, 18. 57, 12. 00, 19. 01, respectively;P<0. 01 ). Conclusions Phased, diverse education and training is helpful with improving psychiatric care workers′ job knowledge, which may contribute to the team building and professional skills′development of psychiatric nurses. It also can improve the patients′satisfaction for the care workers.
