Study on the application of dynamic transfer model-based training transfer intervention in standardized training of newly recruited nurses
10.3760/cma.j.cn211501-20240904-02415
- VernacularTitle:基于动态迁移模型的培训迁移干预在新入职护士规范化培训中的应用研究
- Author:
Sisi LI
1
;
Dandan SHAN
1
;
Yaqin ZHANG
1
Author Information
1. 郑州大学附属郑州中心医院护理部，郑州 450001
- Publication Type:Journal Article
- Keywords:
Newly recruited nurses;
Training transfer;
Achievement transformation;
Dynamic transfer model
- From:
Chinese Journal of Practical Nursing
2025;41(18):1384-1392
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of training transfer intervention based on dynamic transfer model (DTM) on standardized training for newly recruited nurses, and to provide reference for the establishment of standardized training transfer intervention strategies for newly recruited nurses.Methods:The quasi-experimental method was used in this study.The convenience sampling method was used to select the newly recruited nurses of Zhengzhou Central Hospital Affiliated to Zhengzhou University as the research subjects.According to the entry time, the newly recruited nurses in July 2020 were selected as the control group ( n=50), and the training and effect evaluation was carried out according to the hospital regulations and "training syllabus for newly recruited nurses (trial)". The newly recruited nurses in July 2021 were taken as the experimental group ( n=60), and on the basis of the control group, the experimental group implemented the DTM training transfer intervention program for training. The scores of personal training transfer effect, general self-efficacy and organizational training transfer atmosphere were compared between the two groups immediately, 3 months and 6 months after training. Results:There were 11 males and 39 females in the control group; aged (24.80 ± 2.11) years old.And there were 14 males and 46 females in the experimental group;aged (24.40 ± 1.75) years old.After training, the total score of transfer effect of individual training in experimental group was (17.73 ± 1.56), (19.47 ± 1.92) and (22.30 ± 1.49) immediately after training, at 3 months and 6 months after training, and (15.84 ± 1.57), (15.98 ± 1.55) and (16.08 ± 1.55) in the control group respectively. The differences were statistically significant ( t=-6.32, -10.36 and -21.42, all P<0.05). Before and after the two groups of training, there were statistically significant differences among groups, within groups, and interactions ( F=137.10, 241.64 and 170.17, all P<0.05). After training, the general self-efficacy scores of the experimental group were (27.10 ± 1.81), (28.03 ± 1.85) and (29.05 ± 1.70) immediately after training, at 3 months and 6 months, respectively, which were higher than (26.28 ± 2.42), (26.36 ± 2.86) and (26.90 ± 2.87) of the control group. The differences were statistically significant ( t=-2.03, -3.95 and -4.87, all P<0.05). Before and after the two groups of training, there were statistically significant differences among groups, within groups and interactions ( F=7.64, 71.26 and 30.25, all P<0.05). After training, the total organizational training transfer atmosphere scores of the experimental group were (39.35 ± 1.96), (50.38 ± 3.17) and (51.47 ± 3.28) immediately after training, respectively, higher than (38.08 ± 2.63), (38.48 ± 2.36) and (38.66 ± 2.27) of the control group. The differences were statistically significant ( t=-2.89, -21.94 and -23.35, all P<0.05), and before and after the two groups of training, there were statistically significant differences among groups, within groups, and interactions ( F=419.75, 261.56 and 207.99, all P<0.05). Conclusions:DTM-based training transfer intervention can improve the effect of personal training transfer, enhance the sense of self-efficacy and create a positive atmosphere of organizational training transfer, and effectively guide new nurses to apply the learning content to clinical practice after standardized training, and improve the effect of training transfer.
