Application of ADDIE training concept combined with double tutorial system in clinical practice teaching of pediatric specialist nurses
基于ADDIE培养理念联合双导师制在儿科专科护士临床实践带教过程中的应用

摘要

目的 探讨基于ADDIE培养理念联合双导师制在儿科专科护士临床实践带教过程中的应用价值。方法 选取2022年6月至2023年11月期间在我院儿科专科基底接受培训的133位儿科专科护士为研究对象。2022年批次的70人为对照组，2023年批次的63人为观察组。对照组采用传统护理带教模式，观察组采用基于ADDIE培养理念联合双导师制的带教模式。两组均培训1年，比较两组培训前后效果。结果 培训后，两组理论知识及操作技能成绩均上升（P＜0.05），且观察组更高（P＜0.05）。培训后，两组Mini-CEX量表评分均上升（P＜0.05），且观察组更高（P＜0.05）。结论 在儿科专科护士临床实践带教过程中应用基于ADDIE培养理念联合双导师制的带教模式可提升护士理论知识、操作技能及临床实践能力，进而提升护士综合素质及护士、医师、带教导致的满意度。

Abstract

Objective To explore the application value of integrating the ADDIE training concept with a dual-mentor system in pediatric nurse clinical practice education.
Methods A total of 133 pediatric nurses undergoing training at our hospital's pediatric specialty department from June 2022 to November 2023 were selected as subjects. The 70 nurses from the 2022 cohort formed the control group, while the 63 nurses from the 2023 cohort formed the observation group. The control group followed traditional nursing teaching methods, whereas the observation group adopted the ADDIE-based dual-mentor system. Both groups underwent one-year training and their pre-training and post-training outcomes were compared.
Results Post-training evaluations showed improved theoretical knowledge and operational skills scores in both groups (P <0.05), with the observation group demonstrating higher scores (P <0.05). Additionally, both groups showed increased Mini-CEX scale scores after training (P <0.05), with the observation group achieving higher scores (P <0.05).
Conclusion   Implementing the ADDIE-based dual-mentor system in pediatric nurse clinical education enhances nurses' theoretical knowledge, operational skills, and clinical competence, thereby improving their overall professional quality and satisfaction levels among nurses, physicians, and educators.