Application of modified three-level task-driven Peyton's four-step teaching approach in skill training of ward nurses
10.3760/cma.j.cn116021-20221207-01775
- VernacularTitle:基于三级任务驱动的改良Peyton四步教学在病区护士操作培训中的应用
- Author:
Liu ZHANG
1
;
Youxia YU
;
Juan YANG
Author Information
1. 重庆市妇幼保健院/重庆医科大学附属妇女儿童医院护理部，重庆 401147
- Keywords:
Nurse;
Peyton's four-step teaching approach;
Task-driven teaching method;
Skill training
- From:
Chinese Journal of Medical Education Research
2024;23(5):708-712
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of modified three-level task-driven Peyton's four-step teaching approach in skill training of ward nurses.Methods:A total of 380 nurses from obstetrics, gynecology, and neonatology inpatient departments in 2020 were selected as the control group, and 407 nurses in 2021 were selected as the observation group. The control group was trained by the traditional method, and the observation group was trained by the modified three-level task-driven Peyton's four-step teaching approach. The general data, nursing skill assessment results, and the number of nursing skill-related adverse events of the two groups were compared and analyzed. The training satisfaction of the observation group was investigated. SPSS 23.0 was used for the chi-square test and Wilcoxon rank sum test.Results:There were no significant differences in age, gender, and education background between the two groups. The scores of compulsory nursing skill examination [93.00 (91.00, 95.00) vs. 92.42 (90.75, 93.67), P=0.042] and selective nursing skill examination [94.00 (92.00, 96.00) vs. 93.00 (92.50, 94.00), P=0.045] were higher in the observation group than in the control group. The number of nursing skill-related adverse events was significantly lower in the observation group than in the control group (16 vs. 29). The score of each item of training satisfaction in the observation group was greater than 4 points (out of 5 points). Conclusions:The modified three-level task-driven Peyton's four-step teaching approach is suitable for the skill training of ward nurses. This approach helps to improve the effect of nursing skill training for large groups of nurses, reduces the incidence of adverse events related to nursing skill, and improves the satisfaction of nurse training.
