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目的了解和培养新护士的系统组织能力,提高护理工作整体性、动态适应性,提升自身结构能力、发展发育能力、自我调节纠纷、自我服务、自我适应的能力。方法采用自行录制培训考核视频进行观看、培训,结合临床护理、实践技能,动态性的培养与开发临床护士应激情景感知能力,应用评判性思维能力测量表(CTDI-CV)对新护士在培训第1天和培训后3个月进行测量。结果培训前后系统组织能力得分,差异具有统计学意义(t=-6.658,P<0.05)。其中子条目1,2,3,6,7,9培训前后比较差异有统计学意义(t=-3.142,-6.876,-2.577,-5.39,-2.901,-2.325;P<0.05)结论有效、个体化的教育培养重点和临床思维引导是提高护士组织能力的价值取向,系统组织能力的供给方面(护士)与组织能力的需求方面(患者)均衡作用,是组织能力价值的最终测度指标,是创造、营造和维持自身竞争优势的源泉。
Objective To understand and cultivate the systematic organizational ability of new nurses and to improve their holistic and dynamic adaptability of nursing work, enhance their ability to structure, develop their ability to develop, self-regulate disputes, self-service and self-adaptability. Methods Self-recorded training assessment videos were used to watch and train the clinical nurses with practical skills and dynamic training in developing clinical nurses’ stress scenarios. The CTDI-CV was used to train nurses in training Day 1 and 3 months after training. Results The scores of systematic ability before and after training were statistically significant (t = -6.658, P <0.05). The sub-items 1, 2, 3, 6, 7, and 9 were statistically significant before and after training (t = -3.142, -6.876, -2.577, -5.39, -2.901, -2.325; The focus of individualized education and training and the guidance of clinical thinking are the value orientation to improve the ability of nurses to organize, the supply of systematic organizations (nurses) and the demand of organizations (patients), which is the ultimate measure of organizational ability and value Create, build and maintain their own source of competitive advantage.