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Journal of Nursing ›› 2020, Vol. 27 ›› Issue (16): 6-8.doi: 10.16460/j.issn1008-9969.2020.16.006

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Medium-term Effect of Personalized Dual-tutorial Training for Newly-enrolled Undergraduate Nurses

DENG Qiu, WANG Liu-fang, LI Dan-na, XU Wei-jing, LIU Er-wei, WANG Yong-qiong, YANG Ming-ying   

  1. The Second Affiliated Hospital of Kunming Medical University, Kunming 650101, China
  • Received:2020-02-17 Online:2020-08-25 Published:2020-09-11

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Abstract: Objective To understand the medium-term effect of personalized dual-tutorial training for newly-enrolled undergraduate nurses, and to provide referencefor future standardized training program for new nurses. Methods From July 2018 to December 2018, 62 newly-enrolled undergraduate nurses in the Second Affiliated Hospital of Kunming Medical University were chosen as control group, and they received traditional training for 6 months; from July 2019 to December 2019, another 62 undergraduate nurses as observation group, in which dual-tutorial training system was performed for 6 months.Theoretical and operational assessment were conducted andnurses professional identity and self-efficacywere compared in the two groups. Results After 6 months of training, the score of theoretical and operational assessment,nurses professional identity and self-efficacy in the two groups indicated statistical significance (P<0.05). Conclusion Personalized dual-tutorial training is beneficial to enhancing professional identity and self-efficacy of new nurses, changing traditional experiential teaching concept, satisfying personalized training needs and post identity of new nurses, which is conducive to accelerating the cultivation of nursing talents and team building.

Key words: dual-tutorial, new undergraduate nurse, individualized midperiodtraining, medium-term effect

CLC Number: 

  • R47
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