The application effectiveness of bedside teaching in specialized ability training among the nurses who worked for 2-5 years

[ Abstract] Objective To explore the effectiveness of bedside teaching and training in specialized ability training among the nurses who worked for 2-5 years. Methods Cluster random sampling was used for investigation of 6 medical wards and 6 surgical wards selected from a hospital. And all study subjects were divided into two groups by random number table method： 45 nurses who worked for 2-5 years from 3 medical wards and 3 surgical wards in the experiment group, and 43 nurses who worked for 2-5 years from another 3 medical wards and 3 surgical wards in the control group. The nurses in the control group were given the conventional training, and the nurses in the experiment group were given specialty training and teaching by the bed. The nurses＇ satisfaction with training l theoretical knowledge and comprehensive abilities in the two groups of nurses were evaluated by the satisfaction questionnaire, closed-book exam and comprehensive capacity evaluation form, respectively. Results In the observation group of 45 nurses, the nurses＇ satisfaction with training after the implementation of training was 95.6 % , and higher than 77.8% before the implementation of training, the difference was statistically significant between after and before the implementation of training （ X2 = 4. 377, P 〈 0.05 ） ; the score of theoretical knowledge after the implementation of training was （ 80.4 _＋ 16.5 ）, and higher than （69.8 -＋ 13.6） before the implementation of training, the difference was statistically significant between after and before the implementation of training （ t = 4. 862, P 〈 0.01 ）. After the implementation of training, the nurses＇ satisfaction with training in the control group of 43 nurses was 83.7%, and lower than that in the observation group, the difference was statistically significant between the two groups （ X2 = 3. 354, P 〈 0.05） ; the score of theoretical knowledge in the control group was （72.7 ± 17.6）, and lower than that in the observation group, the difference was statistically significant between the two groups （ t = 2.110, P 〈 0.05 ）. In the observation group, the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem by using the specialized knowledge were （5.8 ± 1.8 ）, （6.8 ±1.5 ）, （5.9 ±1.3 ）, （6.4 ± 1.7 ） and （ 6.0 ± 2.0） after the implementation of training, respectively, which were higher than those of（4.9±2.0）, （5.8±1.5）, （4.9±2.1）, （5.4±1.2） and （5.1±1.3） before the implementation of training points, these differences were statistically significant （t = 2. 244, 3. 162, 2. 716, 3. 224, 2. 531, respectively; P 〈0.05 ）. After the implementation of training, there were statistically significant differences between the two groups on the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem （ t = 2. 282,2. 553,2.235,2. 344, respectively; P 〈 0.05 ）. Conclusions The application of bedside teaching in specialized ability training can significantly improve the nurses＇ satisfaction with training, theoretical knowledge and comprehensive abilities among the nurses who worked for 2-5 years, which is worth of nurse managers and educators to learn and use. Key words: Teaching;  Nurse ;  On-job training;  Practical ability;  Continuing education