The application of group first Aid skill competition method in emergency specialist nurse training

Emergency specialist nurses are specialists who have extensive experience in clinical nursing, advanced professional knowledge and excellent clinical skills, and can provide high quality nursing services to patients. With the development of modern medicine and the continuous refinement of medical division, how to cultivate a high-quality emergency nursing team has become a new topic in the development of nursing discipline. In recent years, our Provincial Nursing quality control Center has held a multi-stage emergency specialist nurse training course in our school. The training is based on on-the-job education, supplemented by short-term learning, arranging the teaching of emergency clinical experience more abundant teachers, using uniform and standardized emergency specialist nurse training materials, through the theory study, the simulation examination and other ways to the emergency specialist nurses "integration" training, so that the emergency specialist nurses continue education and certification to meet the prescribed standards. This training model has played an important role in improving the medical skills of emergency specialist nurses in the province.

In order to further improve the quality of training, our school will be divided into two classes of 436 students in the 3rd Emergency specialist Nursing Course in 2013, respectively, using traditional multimedia teaching and group first aid skills competition. The teaching reform has been actively participated and highly appraised by the trainees, and has achieved good results. The results are now reported as follows.

1. Objects and methods

1.1 Objects

2013 3rd Emergency specialist Nurse training course for all students.

1.2 Methods

According to the order of registration of students into two classes, using traditional multimedia teaching class (traditional Class) Students 225 people, the use of group first aid Skills Competition teaching Class (innovation Class) 211 students. The two classes of teachers are the same, the same training time, the same training content, different teaching methods.

1.3 Evaluation methods

After the end of the training, we use the self-made theory examination paper to conduct a unified examination for all the students, and use the standard answer to correcting and compare the results. After training, the skill examination adopts unified examination questions, which are unified by the same teachers, numbered according to the order of the theoretical examinations, and then the test results are compared. The teaching evaluation according to the self-designed questionnaire, the two classes of students to conduct an objective evaluation of the relevant teaching indicators, each indicator including two alternative answers "yes" and "no", require students to choose one. A total of 436 questionnaires were issued and 436 copies of the effective questionnaire were collected.

2. Results

2.1 Comparison of theoretical examination results between two classes (see table 1)

There is no significant difference between the two classes of theoretical examination results

　

2.2 Comparison of the results of the two-class students ' skills Test (see table 2)

The good rate of innovation class skill examination is obviously higher than that of traditional class

　　

2.3 Comparison of teaching evaluation results between two classes (see table 3)

The innovation class answered "yes" much more than the traditional class

　

3. Discussion

3.1 Skill Competition Teaching method improves participants ' awareness of participation

The skill competition teaching pays attention to mobilize each student's study enthusiasm and the operation ability, more attaches importance to stimulates the student to participate in the study consciousness, causes the student from the study "the object" to the study "the subject", the student may in the competition through the contrast to find own shortcoming and the insufficiency, through the jury reviews, discovers own habitual shortcoming and the operation misunderstanding At the same time, the free-team members gather information, discuss and learn from each other, and foster the spirit of cooperation in this process, and promote the communication between students and teachers and students.

3.2 Skills Competition Teaching method should play the leading role of teachers

The skill competition teaching method has put forward the higher request to the teacher. First of all, in the selection of skills competition projects, teachers in addition to preparing for the preparation of multimedia courseware, but also to design the whole process of competition, students evaluation. Teachers should be familiar with the details of skills competitions, and the standard grasp properly, to do adequate pre-class preparation. Secondly, the teachers in the classroom organization and control of the ability to put forward higher requirements, to help students grasp the key points of operation, students should carefully observe, after the end of the normative evaluation. Thirdly, the teacher should fully communicate with the trainees before class, and provide the relevant materials to the trainees in advance, and give guidance to the students ' group.

4 problems to be paid attention to in skill competition teaching

4.1 Skill Competition Teaching method has put forward higher request to the training organizer.

In addition to providing normal teaching and lodging conditions, the training organizers need to prepare the operating room, operator station and related supplies needed for the competition, and increase staff and service personnel. If held outside the teaching hospital, there will be a substantial increase in expenses.

4.2 The composition of students should be paid attention to by using skill competition teaching method

The quality of the personnel involved in emergency training is uneven, while the main content of the short-term continuing education is basic nursing theory, new method and new technology, so we should distribute the teaching and skill competition, and the skill competition is very popular with the low-seniority nurses, but it can't meet the learning needs of some senior nurses. Therefore, the curriculum should be considered both to enhance the students ' interest in learning and to meet the learning needs of most students.

4.3 Skill Competition Pedagogy is not suitable for all content

The training of emergency specialist nurses is rich and varied, and the course arrangement cannot be stereotyped. Some course content is not suitable for skills competitions, such as nurse-patient communication skills, dress language etiquette knowledge, nursing research and other content. Therefore, it is necessary to combine multimedia teaching with skill competition in order to give full play to the advantages of skill competition teaching.

Reference documents:
[1] Manping. Training and management of emergency specialist nurses [J]. Frontier of Medicine, 2013 (20): 37.
[2] Qiu Furong. On the training of first aid specialist nurses [J]. Nursing Research, 2009,23 (10C): 28.
[3] Zhang Yong, goyangsomba, Mengna, et. Research on the application of PBL teaching method in pediatric nursing education [J]. Health vocational Education, 2010,28 (18): 84.

The application of group first Aid skill competition method in emergency specialist nurse training