Evaluation of Support Training to Improve New Nurses’Fundamentals

Abstract

Nursing Department A has introduced a program（support training）into collective education with the purpose of improving new nurses’fundamentals. Those who trained and their preceptors were defined as an intervention group, while those who did not and their preceptors were defined as a non-intervention group. Using a custom-tailored scale of fundamentals, self-assessment and assessment by others were compared and examined through statistical methods. According to the two groups’self-assessments, the intervention group scored higher than the non-intervention group in all categories. Support training enhanced ability to approach, executive ability, creativity, communication skills, listening ability, flexibility, situational judgment and stress control, as evidenced by the results which showed significant differences. Through a chronological survey, it was found that scores increased in all categories of the intervention group’s self-assessment. However, according to the two groups’ assessment by others, the intervention group scored lower than the non-intervention group in all categories. Among these, ability to approach, executive ability and flexibility showed significant differences. Therefore, the suggestion is that those who took support training felt its effectiveness, but the preceptors did not. Independence scored highest and communication skills scored lowest in all cases, highlighting the correlating strengths and weaknesses of new nurses.