Application research of segmented teaching combined with Kirkpatrick model evaluation in the teaching of PICC specialized nurses
10.3760/cma.j.cn116021-20210211-00622
- VernacularTitle:分段式教学联合柯氏模型评价在PICC专科护士教学中的应用研究
- Author:
Yan LUO
1
;
Li YUAN
;
Liuhua ZHANG
;
Chunni SHI
;
Xuping ZHANG
Author Information
1. 南通大学附属肿瘤医院PICC门诊 226006
- Keywords:
Segmented teaching;
Kirkpatrick model;
Peripherally inserted central venous catheter;
Specialized nurse
- From:
Chinese Journal of Medical Education Research
2021;20(9):1026-1029
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of segmented teaching combined with Kirkpatrick model evaluation in the teaching of specialized nurses of peripherally implanted central venous catheter (PICC).Methods:A total of 60 trainees in the PICC specialized nurse training class in PICC Clinic of Cancer Hospital Affiliated to Nantong University from June 2020 to September 2020 were selected in the study, and they were randomly divided into a control group and a study group, with 30 nurses in each group. The control group conducted traditional training for PICC specialized nurses, and the research group used segmented teaching. After training, the Kirkpatrick model was used to evaluate the response level, learning level, behavior level and result level of the training effect of the two groups of PICC specialized nurses. SPSS 22.0 was used for t test and chi-square test. Results:Through the segmented teaching training, the evaluation results of the Kirkpatrick model showed that the effect of the PICC specialized nurse training was significantly better in the study group than that in the control group in terms of response level, learning level, behavior level and result level. The study group's satisfaction with the training program and teaching content scored higher than that of the control group, with statistically significance ( P<0.001). The research group nurses' mastery of theoretical knowledge and practical skills and humanistic care scores were higher than those of the control group, with significant differences ( P<0.001). After the training, the self-behavior assessment scores of the two groups increased, and the improvement of the research group was more obvious. When the nurses of the research group returned to the hospital clinical work after training, their professional identity, PICC teaching and guidance ability, treatment, nursing service quality, the recognition of patient and family members and the effectiveness of the department were improved to varying degrees, the corresponding measures could be carried out in the hospital, and the development of PICC technology was promoted. Conclusion:The combination of segmented teaching and Kirkpatrick model evaluation can effectively meet the training needs of PICC specialized nurses and make a full range of effect evaluations to improve the quality of PICC specialized nursing services.
