ICU护士层级培训体系的构建与实践
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摘要
目的构建适用于ICU护士规范化层级培训的体系,并在本院进行实践探索,为ICU护士培训提供参考。方法通过ICU护士层级培训需求调查,结合ICU护士具体工作,形成初步体系后进行两轮专家咨询,最终构建ICU护士层级培训体系并初步实施。结果初步形成了包括N0级3项一级指标,16项二级指标,61项三级指标;N1级3项一级指标,16项二级指标,62项三级指标;N2级5项一级指标,18项二级指标,68项三级指标;N3级5项一级指标,18项二级指标,59项三级指标;N4级5项一级指标,13项二级指标,33项三级指标的ICU护士层级培训体系,并在本院进行了初步实践,完成了62人次的培训工作,与传统培训方法比较考核成绩得到提升。结论构建的ICU护士层级培训体系具有较高的科学性,充分体现了不同层级ICU护士间的培训指标差异,为ICU护士层级培训提供科学参考依据,推进ICU护士培训方式向精细化、专科化方向发展。
Objective To construct a standardized level training system for ICU nurses and conduct practical exploration in our hospital, providing reference for ICU nurse training in China. Methods Through survey on ICU nurse level training needs based on the domestic nurse training system and combined with the specific work of the college nurses, we formed a preliminary system, then carried out two rounds of Delphi expert consultation, screening and determining the ICU nurse level training system level indicators,forming a preliminary system and then carrying out two Round Delphi expert consultation, and finally building a relatively complete ICU nurse level training system and initial implementation. Results The ICU nurse training system initially was made, including the following indicators: N0 level 3 first-level indicators, 16 second-level indicators, 61 third-level indicators; N1 level had 3 first-level indicators, 16 second-level indicators and 62 third-level indicators. N2 level had 5 first-level indicators, 18 second-level indicators and 68 third-level indicators. N3 has first-level indicators, 18 second-level indicators, 59 third-level indicators; N4 level has 5 firstlevel indicators, 13 second-level indicators, 33 third-level indicators, then put into practice in our hospital, completing 62 nurse training work improving the assessment finally. Conclusion The construction of the ICU nurse level training system is highly scientific,fully reflecting the differences in training indicators among ICU nurses at different levels, providing a scientific reference for ICU nurse level training, and promoting the development of ICU nurse training methods to the direction of refinement and specialization.
Objective To construct a standardized level training system for ICU nurses and conduct practical exploration in our hospital, providing reference for ICU nurse training in China. Methods Through survey on ICU nurse level training needs based on the domestic nurse training system and combined with the specific work of the college nurses, we formed a preliminary system, then carried out two rounds of Delphi expert consultation, screening and determining the ICU nurse level training system level indicators,forming a preliminary system and then carrying out two Round Delphi expert consultation, and finally building a relatively complete ICU nurse level training system and initial implementation. Results The ICU nurse training system initially was made, including the following indicators: N0 level 3 first-level indicators, 16 second-level indicators, 61 third-level indicators; N1 level had 3 first-level indicators, 16 second-level indicators and 62 third-level indicators. N2 level had 5 first-level indicators, 18 second-level indicators and 68 third-level indicators. N3 has first-level indicators, 18 second-level indicators, 59 third-level indicators; N4 level has 5 firstlevel indicators, 13 second-level indicators, 33 third-level indicators, then put into practice in our hospital, completing 62 nurse training work improving the assessment finally. Conclusion The construction of the ICU nurse level training system is highly scientific,fully reflecting the differences in training indicators among ICU nurses at different levels, providing a scientific reference for ICU nurse level training, and promoting the development of ICU nurse training methods to the direction of refinement and specialization.
引文
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[7]董超,胡静,商丹,等.医护协同教学模式在专科重症监护护士培训中的应用[J].护理实践与研究,2016,13(20):123-124.
[8]吴晓英,应文娟,黄海星,等.国内ICU护士层级培训的研究进展[J].现代临床护理,2018,17(3):70-74.
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[12]CHITTAWATANARAT K,BHURAYANONTACHAI R,THONGCHAI C. Characters of physician and nurse staffing in Thai intensive care units(ICU-Resource I study)[J]. J Med Assoc Thai,2014,97(1):S38-S44.
[13]江孟琼.人性化护理干预措施对护理满意度及病人心理状况的影响[J].医院管理论坛,2015,32(6):59-62.
[14]王磊,廖春丽.不同层级护士培训需求的调查研究[J].护理管理杂志,2016,16(4):252-253.
[15]徐园,陈亚丹,曹晶,等.三级医院护士分层培训核心课程设置的研究[J].中华护理杂志,2014,49(8):969-972.
[16]王立芬,葛彩莲,袁卓君.项目管理在提高ICU常见导管护理培训效果中的应用[J].全科护理,2019,17(4):458-460.
[17]叶红芳,冯敏,王睿,等.基于能级进阶模式的护士分层次培训体系的构建[J].解放军护理杂志,2013,30(19):1-4.
[18]赵文芳. DMAIC模式在ICU护士培训中的应用研究[J].护理研究,2018,32(12):1948-1950.
[19]刘辉,姚咏明.危重患者的容量管理[J].创伤与急危重病医学,2014,2(5):262-265,311.
[2]曾小娟,白联缔,吴冰.美国临床护士进阶制度的启示[J].中国护理管理,2012,12(5):90-92.
[3]嵇秀明,夏珊敏.我国台湾地区护理专业能力进阶制度概况及其启示[J].中华护理教育,2011,8(10):478-480.
[4]SHI Y,LI J. Research progress of hierarchical division in nursing ladder management in China[J]. Chinese Nursing Research,2016,3(3):109-112.
[5]杨力,何海燕,简福霞,等.重庆市三级医院ICU护士护理技术应用现状和培训需求的调查[J].护理学杂志,2018,33(14):73-75.
[6]陈洁雅,李静,李平东. ICU护士核心能力N1级培训计划的制定及实施效果评价[J].中华全科医学,2011,9(12):1970-1971.
[7]董超,胡静,商丹,等.医护协同教学模式在专科重症监护护士培训中的应用[J].护理实践与研究,2016,13(20):123-124.
[8]吴晓英,应文娟,黄海星,等.国内ICU护士层级培训的研究进展[J].现代临床护理,2018,17(3):70-74.
[9]广东省卫生厅.专业护士核心能力建设指南[M].广州:广东科技出版社, 2009.
[10]应文娟,林晓丹,黄海星,等.重症监护室层级护士专业实践能力自我评价现状调查[J].国际医药卫生导报,2017,23(11):1657-1661.
[11]郭秀花.医学现场调查技术与统计分析[M].北京:人民卫生出版社,2009:273-276.
[12]CHITTAWATANARAT K,BHURAYANONTACHAI R,THONGCHAI C. Characters of physician and nurse staffing in Thai intensive care units(ICU-Resource I study)[J]. J Med Assoc Thai,2014,97(1):S38-S44.
[13]江孟琼.人性化护理干预措施对护理满意度及病人心理状况的影响[J].医院管理论坛,2015,32(6):59-62.
[14]王磊,廖春丽.不同层级护士培训需求的调查研究[J].护理管理杂志,2016,16(4):252-253.
[15]徐园,陈亚丹,曹晶,等.三级医院护士分层培训核心课程设置的研究[J].中华护理杂志,2014,49(8):969-972.
[16]王立芬,葛彩莲,袁卓君.项目管理在提高ICU常见导管护理培训效果中的应用[J].全科护理,2019,17(4):458-460.
[17]叶红芳,冯敏,王睿,等.基于能级进阶模式的护士分层次培训体系的构建[J].解放军护理杂志,2013,30(19):1-4.
[18]赵文芳. DMAIC模式在ICU护士培训中的应用研究[J].护理研究,2018,32(12):1948-1950.
[19]刘辉,姚咏明.危重患者的容量管理[J].创伤与急危重病医学,2014,2(5):262-265,311.