Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
Objective
To develop and apply a novel surgical aseptic technique curriculum in specialty training for operating room (OR) nurses.
Methods
As surgical environments were improved, related specifications were revised. The proposed surgical aseptic procedure was discussed, improved, and recorded as procedure videos. In the new training program, traditional theoretical lecture training was replaced with sequential theoretical lessons and video demonstration, operation presentation, and skill competition. At the end of the training, the trainees were given questionnaires to assess training outcomes. Differences in student satisfaction regarding the proposed training program and conventional training programs were then compared.
Results
A GPA of 3.61 ± 0.58 was recorded after the new training program was implemented. The minimum and maximum average scores of each item were 3.05 ± 0.43 and 4.61 ± 0.33, respectively The satisfaction rate of the trainees in 2013 was significantly higher than that in 2011 (t = 2.14, P = 0.039).
Conclusion
Novel surgical aseptic technique and application in the curriculum design of training for OR nurses should be developed to enhance their mastery of theoretical and practical skills and to modify their behaviors.
