我国31个省份老年科护士在职培训现状及需求调查研究

doi:10.3761/j.issn.1672-9234.2022.09.003

摘要/Abstract

摘要：

目的了解国内老年科护士在职培训现状与需求情况,以期为我国老年科护士在职培训模式的完善提供参考依据。方法对全国31个省（自治区、直辖市）老年科护士进行横断面调查。问卷内容包括老年科护士一般资料、培训现状与培训需求情况。结果参与调查的5 142名护士中,85.3%参加过老年护理相关在职培训;以参加医院或科室组织的培训为主（73.9%）;教学形式多样,其中理论授课形式最普遍（88.7%）;不同职称、学历、医院级别的护士对培训内容的需求不同。结论我国老年科护士在职培训参与率相对较高,但培训层次和专科化程度有待提升,护理管理者有必要结合不同层次老年科护士的岗位职责、专科发展需要和培训需求差异开展多元化、系统化的在职培训。

关键词: 老年护理学, 护士, 在职培训, 护理教育研究, 问卷调查

Abstract:

Objective This study aimed to investigate the current situation and demands of inservice training of geriatric nurses in China. Methods A cross-sectional survey was conducted with 5,142 geriatric nurses recruited from 31 provinces（autonomous regions or municipalities）. The questionnaire,including sociodemographic information,inservice training situation,and demands for inservice training,was used to collect data. Results A total of 4,388 （85.3%） geriatric nurses had participated in inservice training. Most of the inservice training was provided by departments or hospitals（73.9%）. The inservice training was delivered by multiple methods,of which the traditional theoretical education was the most common（88.7%）. Inservice training needs of geriatric nurses with different titles,educational backgrounds,and hospital level were diverse. Conclusion The participation rate of geriatric nurses in China is relatively high,but the training level and specialized level should be further improved. It is necessary for nursing managers to carry out diversified and systematic inservice training combined with the position responsibilities,demands of the specialty development and personalized needs of geriatric nurses at different levels.

Key words: Geriatric Nursing, Nurses, Inservice Training, Nursing Education Research, Questionnaires

许力升,陈虹秀,王钧,何春霞,刘清泉,胡秀英. 我国31个省份老年科护士在职培训现状及需求调查研究[J]. 中华护理教育, 2022, 19(9): 786-791.

XU Lisheng,CHEN Hongxiu,WANG Jun,HE Chunxia,LIU Qingquan,HU Xiuying. The status and needs of geriatric nurses' inservice training in 31 provinces in China[J]. Chinese Journal of Nursing Education, 2022, 19(9): 786-791.

图/表 4

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