目的：了解养老机构护理员继续教育培训的感受体验。方法：采用目的抽样法，选取上海市第三社会福利院养老护理员45名和5名培训老师进行半结构式访谈。采用Colaizzi的7步分析法将访谈资料转录整理和分析。结果：养老机构护理员继续教育培训体验归纳为2大主题：积极感受和消极感受。积极感受包含4方面：增加专业化护理人才就业机会和社会竞争力；激发护理员主动服务和学习的意识；前沿继教知识分析护理意外，培养护理信心；继教内容模式的认知。消极感受包含6个方面：护理技术含量低，培训在浪费时间；年龄大且文化水平低的护理员学习信心不高，自我效能感低；运用知识缺乏自律性，无法合理安排时间和精力参加继教；继教模式有待改进；价值体现不足的挫败感。结论：培训师应重视护理员的继续教育培训真实感受体验，通过国家建立继教培训机制，制定合理的继教培训规划，创新培训模式以提升护理员综合素质，促进专业发展。
Objective: To understand the
experience of continuing education training for nursing staff in nursing home.
Methods: A semi-structured interview was conducted among 45 nursing staff and 5
training teachers from the Third Social Welfare Institute of Shanghai. The
interview data were transcribed and analyzed with the method of 7-step analysis
by Colaizzi. As a result, the continuing education
training experience for Nursing Home Staff was reduced to two main themes:
positive and negative feelings. The positive feelings include 4 aspects: To increase
the employment opportunities and social competitiveness of professional
nursing personnel; to stimulate nurses’ awareness of active service and
learning; the cognition of the content model of continuing education. The
negative feelings included 6 aspects: Low technical content of nursing, wasting
time in training, low learning confidence and low self-efficacy of nursing
staff with older age and low educational level, and lack of self-discipline in
applying knowledge, unable to arrange time and energy to participate in
continuing education; the mode of continuing education needs to be improved;
the frustration of insufficient value expression. Conclusion: The trainers
should attach importance to the nurses’ real experience of continuing education
training, set up the mechanism of continuing education training, draw up the
reasonable plan of continuing education training, innovate the training mode to
promote the nurses’ comprehensive quality and promote the professional
development.
Jeffries, P.R. (2005) A Frame Work for Designing, Imple-menting, and Evaluating, Simulations Used as Teaching Strategies in Nursing. Nursing Education Perspectives, 26, 96-103.
