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Journal of Nursing ›› 2019, Vol. 26 ›› Issue (7): 16-20.doi: 10.16460/j.issn1008-9969.2019.07.016

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Effect of Ashley De Model in Training of New Nurses in Department of Pediatrics

HE Jiaoa, LIU Yi-lanb, WU Li-fena, JIN Shu-zhena, HU Xin-meia   

  1. a. Dept. of Pediatrics; b. Dept. of Nursing Administration, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430022, China
  • Received:2018-11-10 Published:2020-07-14

Abstract: Objective To explore the application of Ashley De model in the training for new nurses in department of pediatrics and to explore its effect. Methods Twenty new nurses in 2016 were enrolled as the control group with traditional mentoring teaching method and twenty in 2017 as the observation group with Ashley De training model. Nurses' performation in theoretical knowledge examination and skill test and their satisfaction with the training in the two groups were compared. Results The scores of theoretical knowledge examination (82.25±4.67) and skill test (81.35±4.76) in the observation group were higher than those in the control group (73.45±6.97 and 68.25±6.55 respectively), which indicated statistical significance (P<0.001). Nurses in the observation group were more satisfied with the training (P<0.01). Conclusion Ashley De training model is effective for improving theoretical knowledge and nursing skills of new nurses and promoting their satisfaction with the training.

Key words: Ashley De training model, Dept. of pediatrics, new nurse, dissociation, integration, gather

CLC Number: 

  • G424.1
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