Nursing competence is the integration of nurses’ knowledge, ability, and attitude, which are embodied in nursing ethics, clinical nursing, nursing education, and scientific research.1 “On the implementation of the hospital nurse position management guidelines,” the policy points out2 that it is an important method to carry out post-management to study the post competency model of clinical nurses. With the aging of the population and the increasing number of people with chronic diseases and disabilities, the social demand for rehabilitation care is increasing. According to the study,3, 4, 5 the competency of rehabilitation nursing posts should involve the ability to improve the quality of life of disabled people by using assistive technologies, implement nursing and multidisciplinary health interventions based on evidence-based management and promote self-management. The students of rehabilitation nursing major will serve as the reserve army of future frontline rehabilitation nurses. If we can pay attention to the training of the post competence of rehabilitation nursing in the teaching stage at school, it will be of positive significance to integrate into the work environment and improve the quality of nursing service as soon as possible in the future.
The education mode of modern apprenticeship is to integrate enterprise-oriented training with school-oriented education, build a deep mentoring relationship, and complete the inheritance and accumulation of technical skills through “teacher leading students.”6,7 The development of modern apprenticeship is a strategy to serve the needs of current economic and social development and expand the growth channel of technical and skilled personnel.8 Based on the modern apprenticeship system, the research on the training mode of nursing students’ competence for the rehabilitation nursing posts is to adopt the modern apprenticeship training mode for nursing students in the rehabilitation nursing profession based on constructing the competency index for the rehabilitation nursing posts, which is in line with the development of the industry today. It aims to explore the role and effect of the modern apprenticeship system in improving the nursing students’ competence in the post of rehabilitation nursing and provide a reference for improving the training of rehabilitation nursing talents.
The research team consisted of six members, including one dean of the school of nursing, who was responsible for the overall guidance of the research; one director of the nursing department, one teaching officer of the nursing department, and one head nurse, who were all responsible for data collection; and two teachers from nursing school, who were responsible for data analysis.
Relevant literatures were searched respectively by “nursing student competence,” “nursing specialist competence,” and “rehabilitation nurse competence” in the past 20 years in databases such as the Wanfang database, Weipu database, Chinese biomedical literature database, Embase, CNKI, PubMed, and so on. Meanwhile, referring to the relevant contents of the professional post competency of rehabilitation nursing at home and abroad, the common indicators of the professional post competency of nursing students were extracted from the relevant data.
The questionnaire included a research note letter; main content “evaluation table of the post competency of nursing students in rehabilitation nursing”; expert general situation questionnaire, expert familiarity questionnaire, and expert judgment according to the questionnaire. The main content was developed according to professional knowledge, professional technology, and professional ability. The importance of the indicators was developed according to Likert grade 5 score, which ranges from very important, important, general, unimportant, and very unimportant, respectively corresponding to the score of 5, 4, 3, 2, and 1, and a remark column was left for experts to write opinions. After the preliminary experiment of 5 experts, the first round of correspondence questionnaire was formed. According to the results of the first round of consultation, the second round of consultation questionnaire was formed.
Objective sampling was used to select 15 experts from nursing colleges, 12 experts from tertiary hospitals, and 3 experts from secondary hospitals. The basic information of experts is shown in Table 1.
The Delphi method expert basic information.
Classification | Number of persons | |
---|---|---|
Job | Dean of nursing school | 3 |
Leader of nursing teaching group | 6 | |
Nursing teacher | 6 | |
Director of nursing department | 2 | |
Nursing department teaching officer | 1 | |
Head nurse of rehabilitation department | 6 | |
Clinical nursing teacher of rehabilitation department | 4 | |
Rehabilitation nursing specialist | 2 | |
Age (the average is 42.83 years old) | ≥50 years old | 6 |
40–49 years old | 12 | |
30–39 years old | 12 | |
Year of working (the average is 20.23 years) | ≥25 years | 8 |
20–24 years | 7 | |
15–19 years | 10 | |
10–14 years | 5 | |
Professional title | Senior | 9 |
Sub-senior | 8 | |
Intermediate | 13 | |
Education background | Doctor | 10 |
Master | 9 | |
Bachelor | 11 |
Two rounds of questionnaires were distributed and collected by the researcher.
The data were recorded into SPSS 21.0 program for statistical analysis. The indexes were selected based on the mean value of importance assignment ≥3.5 and coefficient of variation <0.3. And the indexes were also modified by expert opinions.
The main body of this talent training mode was nursing college, which was responsible to train students. The leading party was a rehabilitation nursing institution, which was not only in charge of training students but was also responsible for the internship guidance of relevant rehabilitation departments in the in-post internship. And this institution absorbed the graduates who were jointly trained to work in the rehabilitation nursing institution. The auxiliary party was a general hospital, whose main responsibility was to jointly train students and undertake the internship guidance of the non-rehabilitation department in the internship link.
Based on the school nursing professional construction steering committee, medical institutions were amalgamated. The apprenticeship working group was composed of higher education experts, medical personnel, and nursing teachers. The duties of the working group included formulating professional personnel training programs, constructing the nursing professional curriculum system featured by rehabilitation, improving the teaching guarantee mechanism and quality control mechanism, establishing of personnel training evaluation system, and selecting outstanding staff of medical institutions as the students’ mentors.
From the point of view of improving the students’ competence in rehabilitation nursing, the corresponding teaching content and form of cooperation are determined. Based on learning from the experience of developed countries,9, 10, 11 the teaching quality evaluation standards and evaluation methods were reformed, and students’ work performance and teacher evaluation were included in the students’ academic evaluation standards. Under the guidance of the talent training goal, the curriculum system was rebuilt according to the competency index of rehabilitation nursing posts. A curriculum system characterized by “professional basic courses + professional core courses + professional development courses” would be formed to improve comprehensive quality as the core and be task-oriented. According to the needs of medical institutions, with the joint efforts of curriculum experts, the backbone of medical institutions and school teachers, project-based suitable courses would be developed for the front-line of the industry. Besides, medical institution experts and professional teachers jointly undertook the teaching tasks, especially the professional training.
The application was made by the individual employee of the medical institution, and the professional title of intermediate or above was usually required. The leader of the nursing department assessed the employees who applied. The apprenticeship working group members discussed the final list based on the assessment result. External mentors got offers, and a resource bank for mentors was set up.
External mentors paired up with school teachers to grow together and promote teamwork, such as group lesson preparation between school teachers and external ones. Educational ability training was be carried out for external campus mentors and clinical skills training for school teachers. Strengthened communication with medical institutions helped them to understand the industry standards quickly. Symposiums were held by external mentors and school teachers every 2–3 months to discuss students’ performance, teaching methods, and so on.
The quality platform course and professional basic course of the school were mainly taught by the school teachers. The professional core curriculum was taught by external mentors and school teachers. The internship was undertaken by medical institutions with the participation of teachers in the school, and it was implemented by the mode of different nursing grades and diseases. The hierarchical mentoring model was listed in Table 2.
Hierarchical mentoring model.
Level | Duty and task |
---|---|
Teaching officer in charge of nursing department | Put the teaching guarantee mechanism in place |
Select nursing teachers | |
Make internship rotation plan | |
Clinical department nursing teacher | Train nursing teachers |
Establish the basic framework for the completion of the internship | |
Ward nursing teacher | Monitor teaching quality |
Evaluate teaching performance | |
Bedside nursing teacher | Teach students according to the internship requirements |
Give feedback to students regularly | |
School teacher | Formulate professional personnel training programs negotiated with medical institution |
Build a professional curriculum system | |
Formulate talent training assessment and evaluation system | |
Pair up with external tutors to teach students | |
Conduct teaching evaluation and assessment |
The quality platform course and the professional basic course theory teaching were examined by the school. Medical institutions and schools were jointly responsible for the assessment of professional core courses, practical teaching, and graduation assessment.
Take the practice teaching as an example, its examination step included: (1) To formulate training contents and internship plans for in-post internships, and to establish qualified projects for junior college; (2) To determine the department and mentor for the internship, and to carry out one-to-one teaching mode; (3) To complete the department internship objectives, including knowledge objectives, ability objectives and quality objectives. (4) To establish the examination mechanism of the internship, including theoretical knowledge test and practical training operation test. (5) To set up a two-way evaluation mechanism between teachers and students.
The shared content included training sites and equipment as well as technical forces. Medical institutions provided external mentors, training equipment, and positions to guide students. The school offered training to medical institutions in the technical strength and teaching ability of staff.
44 nursing students who participated in the modern apprenticeship training were selected as the experimental group and 44 nursing students who received the traditional model were selected as the control group. Traditional training mode referred to nursing students according to the previous arrangement of class; in addition to general nursing courses, these students took courses related to rehabilitation nursing. When the students were enrolled, the school teachers and external mentors jointly evaluated the competency indexes of the rehabilitation nursing posts of the experimental group and the control group and took the average score. Before graduation, nursing students in the experimental group were evaluated again, while those in the control group were evaluated randomly by teachers. The index score is expanded according to the Likert grade 5 score, which is very consistent, consistent, general, not consistent, and very inconsistent, respectively, corresponding to the score of 5, 4, 3, 2, and 1. The mean and standard deviation were used to describe the total competency score. The difference of competence between the experimental group and the control group was tested by χ2 test.
The Delphi method expert authority was 0.75–0.90 and the mean was 0.82. Thirty copies of questionnaires were distributed to both the rounds of mail inquiries and the effective recovery rate was 100%. In the first round, the total number of indicators was 217, among which 26 indicators were deleted with an average value of <3.5. In the second round of letter inquiries, the total number of indicators was 191, and the mean value of the importance of all indicators was ≥3.5. The formed indicators of nursing students’ competence in rehabilitation nursing posts were shown in Table 3.
Indicators of nursing students’ competence in rehabilitation nursing posts.
Work area | Work task | Competence |
---|---|---|
Rehabilitation assessment | Physical function assessment | Can assess muscle strength by using the manual muscle strength assessment scale |
Can assess muscle tone by using the improved Ashworth spasmodic evaluation scale | ||
Can select the appropriate protractor according to different joint positions to evaluate the range of motion of the joint | ||
Can distinguish various basic abnormal gait | ||
Can measure the step width, step length and step length | ||
Can describe and analyze the balance function of human body | ||
Can carry on the shallow feeling, the deep feeling, the compound feeling carries on the evaluation | ||
Can use conscious fatigue grade to evaluate the cardiac function | ||
Know the technique of evaluation of cardiac function by moving plate test and two-step test | ||
Know lung volume and lung ventilation function measurement techniques | ||
Speech function assessment | Can describe the procedures of the Boston aphasia diagnostic test and the Western aphasia test and analyze the significance of the results | |
Can describe the operation steps of the Frenchay dysarthria assessment method and analyze the clinical significance of the results | ||
Understand the significance of sound spectrum analysis and aerodynamics inspection | ||
Understand the method of non-verbal function assessment of aphasia | ||
Cognitive function assessment | Can score on the Glasgow coma scale | |
Can describe the evaluation methods and significance of MMSE, Montreal cognitive scale, bell drawing test | ||
Can describe the operation and significance of the Wechsler memory scale and daily memory questionnaire | ||
Can describe commonly used intelligence test scales | ||
Can describe common tests for disqualification and apraxia | ||
Swallowing function assessment | Can guide the patients to carry out the trial of drinking water | |
Can describe the operation steps of esophageal acid drop test and esophageal pressure measurement | ||
Understand the significance of barium swallow esophagogram examination, endoscopic swallowing examination and ultrasonic swallowing examination | ||
Can use the bedside swallowing assessment scale | ||
Can grade the degree of dysphagia | ||
Bladder function assessment | Can check bladder fullness | |
Can measure residual urine | ||
Can cooperate with the preparation and body position before urine flow mechanics examination | ||
Understand the clinical significance of urine flow rate | ||
Can describe the procedure of bladder pressure volume measurement and analyze the results | ||
Can describe the procedure of bladder pressure volume measurement and analyze the results to understand the significance of urethral dynamic measurement and electromyography to measure the electrical activity of anal sphincter | ||
Intestinal function evaluation | Can evaluate intestinal function by asking and observing the patient’s appetite, eating style and defecation | |
Can assess for abdominal bowel sounds, abdominal tenderness and stiffness | ||
Can observe the morphology of the external sphincter of anus | ||
Can perform perianal skin reflex examination | ||
Can carry out touch and needling sensation examination of perianal skin | ||
Social function assessment | Can describe the meaning of social life ability measurement | |
Can use the social function activity questionnaire to evaluate the ability of social life | ||
Can describe the use of social function defect screening, social ability rating scale, and social interaction measurement table | ||
Understand the social situation of the elderly questionnaire and children’s social life skills measurement table of significance | ||
Psychosocial assessment | Can describe the basic contents and methods of psychological evaluation | |
Can use the anxiety and depression self - rating scale | ||
Daily life function assessment | Can describe the content of daily life ability measurement | |
Can use Barthel index rating scale to evaluate daily life function | ||
Can describe procedures for functional independence assessment and analyze the clinical significance of the results | ||
Understand the meaning of Katz index and PULSES measurement | ||
Rehabilitation and nursing technology | Put position | Can carry on the hemiplegia patient’s anti-convulsive body position |
Can position patients with spinal cord injury | ||
Can put the patient of bone joint disease anti-convulsion position | ||
Master the method of turning the axis, and assist patients to turn the axis | ||
Shift position | Can instruct patients with spinal cord injury and hemiplegia to carry out roll training and sit up training | |
Can instruct patients with spinal cord injury and hemiplegia to carry out sitting training in bed and standing up training in sitting position | ||
Can assist patients with spinal cord injury, hemiplegia patients with bed-chair metastasis | ||
Prevent and take care of pressure ulcers | Can assess the patient’s skin condition | |
Can identify the risk factors for pressure ulcers | ||
Can provide preventive measures for patients with high risk of pressure ulcer | ||
Can take care of patients with pressure ulcers | ||
Train daily living ability | Can guide patients to dress, drink water, eat, go to the toilet, grooming, bathing, control defecation and other daily activities | |
Can understand the use of AIDS to daily living | ||
Practice breathing | Be familiar with respiratory function training, including labial breathing training, abdominal breathing training and respiratory muscle training | |
Master effective cough methods and guide patients | ||
Can perform the lung percussion | ||
Can use a sputum meter | ||
Can carry on the suction sputum nursing care after gas cutting | ||
Postural drainage | Can tell the indications and contraindications of postural drainage | |
Can carry on the body position drainage operation | ||
Care intestinal and bladder functions | Master indications and contraindications of intermittent catheterization | |
Can develop a drinking plan for patients with intermittent catheterization | ||
Can carry on the patient intermittent catheterization nursing | ||
Master the matters needing attention of patients with intermittent catheterization | ||
Master neurogenic bladder training techniques | ||
Understand the method of bladder volume measurement | ||
Be familiar with the method of inducing defecation | ||
Be familiar with stomatostomy and wound care | ||
Care dysphagia | Can instruct patients with dysphagia to carry out indirect feeding training | |
Can instruct patients with dysphagia to carry out direct feeding training and compensatory training | ||
Can carry out health education for patients and their families to prevent aspiration and observe matters needing attention during eating | ||
Guide to injured limbs and orthotics | Master the application guidance technology of artificial limbs, orthopedic devices and auxiliary devices | |
Understand the use of walking aid | ||
Be familiar with wheelchair selection | ||
Master the proper use of the wheelchair | ||
Can understand the prosthetic application guidance training | ||
Understand the guidance and training of orthotics | ||
Be familiar with muscle strength and endurance training | ||
Physical therapy | Know the indications and precautions of common therapeutic devices | |
Can operate common therapeutic devices | ||
Traditional Chinese medicine fumigation | Know ear pressing beans | |
Know Chinese herbal fumigation and washing | ||
Understand acupoint application | ||
Traction | Can tell the indications and contraindications of traction technology | |
Be familiar with the operation method of traction technology | ||
Inform patients and their families of traction technology matters needing attention | ||
Rehabilitation and nursing of common diseases | Nervous system rehabilitation nursing | Be familiar with the clinical treatment of stroke |
Be familiar with the rehabilitation evaluation of stroke | ||
Can carry on the hemiplegia patients soft paralysis, spasm, recovery period of rehabilitation training | ||
Can carry on the hemiplegia patients soft paralysis period pressure sore nursing and prevention, spasm period pain nursing, recovery period daily life nursing | ||
Be familiar with the clinical manifestations and treatment points of craniocerebral injury | ||
Be familiar with rehabilitation evaluation of craniocerebral injury | ||
Can carry on the passive movement training to the craniocerebral injury patient | ||
Be familiar with the clinical treatment of spinal cord injury | ||
Be familiar with the rehabilitation evaluation of spinal cord injury | ||
Can carry on the passive movement training to the spinal cord injury patient | ||
Bone and joint system rehabilitation nursing | Be familiar with the concept, clinical manifestation and diagnosis of fracture | |
Be familiar with the rehabilitation evaluation of fracture | ||
Know the clinical treatment of fracture | ||
Can guide the patients with fracture with functional exercise and prevention of complications | ||
Can carry on the physical training to the fracture patient | ||
Be familiar with joint replacement | ||
Can provide guidance for functional exercise and prevention of complications for patients undergoing joint replacement | ||
Can carry on the physical training to the joint replacement patient | ||
Be familiar with the concept, clinical manifestation and diagnosis of arthritis | ||
Be familiar with the rehabilitation evaluation of arthritis | ||
Know the clinical treatment of arthritis | ||
Can carry out traditional Chinese medicine rehabilitation for arthritis patients | ||
Be familiar with the rehabilitation of amputation | ||
Be familiar with the rehabilitation evaluation of amputation | ||
Can carry on the rehabilitation training to the amputee patient | ||
Cardiopulmonary disease rehabilitation nursing | Be familiar with the rehabilitation evaluation of coronary heart disease | |
Know the clinical treatment of coronary heart disease | ||
Can carry on the life instruction to the coronary heart disease patient | ||
Be familiar with the rehabilitation evaluation of hypertension | ||
Know the clinical treatment essentials of hypertension | ||
Can guide the health of patients with hypertension | ||
Be familiar with the rehabilitation evaluation of chronic obstructive emphysema | ||
Know the clinical treatment essentials of chronic obstructive emphysema | ||
Can carry on the respiratory training and the daily life instruction to the chronic obstructive emphysema patient | ||
Tumor rehabilitation nursing | Evaluate pain by visual analogy and McGill pain questionnaire | |
Can assess the edema of tumor patients | ||
Can carry on the diet, the medicine and the life instruction to the tumor patient | ||
Can evaluate the motor function of tumor patients | ||
Can carry on the physical ability recovery and so on training to the tumor patient | ||
Can assess the nutritional status of tumor patients | ||
Can carry on the reasonable nutrition instruction to the tumor patient | ||
Can carry on the daily life activity ability evaluation to the tumor patient | ||
Can carry on the psychological nursing to the tumor patient | ||
Emergency and intensive rehabilitation nursing | Know the clinical nursing points of tracheotomy | |
Can carry on the health instruction and the tracheotomy rehabilitation training to the tracheotomy patient | ||
Know the clinical nursing points of stoma and wound | ||
Can conduct health guidance and rehabilitation training for patients with stoma and wound | ||
Know the clinical nursing points of ventilator belt, off-line and extubation | ||
Can carry on the health instruction and the off-line training to the ventilator patient, the breathing strengthens the training | ||
Can assess the nutritional status of critically ill patients | ||
Can carry on the reasonable nutrition instruction to the tumor patient | ||
Other diseases rehabilitation nursing | Be familiar with the rehabilitation assessment of burns | |
Know the clinical treatment of burns | ||
Can carry on the joint range of motion training, the pain nursing, the daily life activity ability training to the burn patient | ||
Be familiar with the etiology, clinical manifestation, classification and treatment of cerebral palsy in children | ||
Be familiar with the rehabilitation evaluation of children with cerebral palsy | ||
Can carry out sitting training, balance training and walking training for children with cerebral palsy | ||
Be familiar with the rehabilitation evaluation of senile dementia | ||
Know the clinical treatment essentials of senile dementia | ||
Can carry on the memory training, exercise to boost intelligence, and understanding, and the expression ability training, the social adaptation ability training to the senile dementia patient | ||
Know puerperal health care and postpartum rehabilitation | ||
Be familiar with the knowledge of postpartum pelvic floor function measurement | ||
Can give postpartum massage and reasonable dietary guidance | ||
Be familiar with the knowledge of gynaecology (including menopause) health care and rehabilitation | ||
Be familiar with the rehabilitation evaluation of gynecology (including menopause) | ||
Can carry on the department of gynaecology (including menopause) rehabilitation guidance | ||
Rehabilitation nursing management | Rehabilitation psychological nursing | Can assess the patient’s state of consciousness, cognitive activity, mood and personality through interviews, listening, and questioning |
Can describe the principles and considerations of the psychological evaluation | ||
Can tell the common psychological reaction stages and characteristics of patients | ||
Can carry on the rehabilitation nursing to the patient common psychological problem | ||
Can describe the matters needing attention of psychological rehabilitation nursing | ||
Rehabilitation safety management | Can tell the management process of pressure ulcer | |
Can assess risk factors for falls | ||
Can take preventive measures for high-risk fall patients | ||
Can inform patients and their families of the importance of preventing falls and precautions | ||
Can deal with the emergency procedures when the patient falls down | ||
Can assess risk factors for deep vein thrombosis in patients | ||
Can take preventive nursing measures of deep vein thrombosis | ||
Can observe and identify the clinical manifestations of deep vein thrombosis | ||
Can handle emergency procedures after deep vein thrombosis | ||
Be familiar with the management system of inpatients | ||
Can accompany and inform the family members of patients with potential risk of loss | ||
Can deal with the emergency procedure when the patient is lost | ||
Can assess the patient’s risk factors for aspiration/asphyxia | ||
Can perform emergency procedures in case of aspiration/asphyxia | ||
Can identify the role of nurses in preventing nosocomial infections | ||
Can follow the ward disinfection and isolation management system | ||
Can perform hand hygiene in strict accordance with specifications | ||
Be aware of the prevention and control of multiple drug resistant bacteria | ||
Can protect nursing staff from occupational hazards | ||
Can assess the risk factors for postural hypotension | ||
Can guide the patient the correct way to get up | ||
Can inform patients and their families of the prevention of postural hypotension nursing measures | ||
Can handle emergency procedures when postural hypotension occurs | ||
Can identify the clinical manifestations of alzheimer’s disease | ||
Can determine the main dysfunction in patients with alzheimer’s disease | ||
Can use the clinical dementia rating scale to grade the senile dementia patients | ||
Can guide the elderly dementia patients to eat, live, dress and behavior, prevent burns, falls, injuries and other accidental injuries | ||
Rehabilitation education | Can use the text propaganda, the symposium, the exhibition, the audio-visual teaching material and so on various forms of health education carries on the education to the patient | |
Can correctly use the process of health education to implement health education |
When the students were enrolled, there was no significant difference in the score of competence between the experimental group and the control group (
The score of the post competence of the nursing students in the experimental group and the control group before graduation (
Work area | Work task | Competency indexes | Full marks for competence | Score of students in control group | Score of students in experimental group | χ2 values | |
---|---|---|---|---|---|---|---|
Rehabilitation assessment | Physical function assessment | 10 | 50 | 20.33 ± 10.192 | 31.73 ± 14.183 | 68.698 | 0.000* |
Speech function assessment | 4 | 20 | 6.04 ± 4.412 | 9.58 ± 4.940 | 86.000 | 0.000* | |
Cognitive function assessment | 4 | 20 | 14.28 ± 4.608 | 15.57 ± 3.757 | 16.608 | 0.055 | |
Swallowing function assessment | 5 | 25 | 5.85 ± 4.957 | 13.02 ± 8.298 | 79.692 | 0.000* | |
Bladder function assessment | 6 | 30 | 11.74 ± 10.229 | 17.71 ± 9.840 | 35.658 | 0.000* | |
Intestinal function evaluation | 6 | 30 | 12.87 ± 7.225 | 16.29 ± 7.325 | 30.777 | 0.058 | |
Social function assessment | 4 | 20 | 10.59 ± 5.459 | 12.80 ± 4.809 | 27.325 | 0.053 | |
Psychosocial assessment | 2 | 10 | 5.20 ± 2.267 | 6.07 ± 2.042 | 20.865 | 0.013* | |
Daily life function assessment | 4 | 20 | 4.20 ± 1.655 | 10.43 ± 6.620 | 92.000 | 0.000* | |
Rehabilitation and nursing technology | Put position | 4 | 20 | 11.41 ± 4.198 | 13.39 ± 4.090 | 28.867 | 0.025* |
Shift position | 3 | 15 | 7.52 ± 3.811 | 9.24 ± 3.509 | 25.815 | 0.011* | |
Prevent and take care of pressure ulcers | 4 | 20 | 8.76 ± 4.891 | 11.63 ± 4.950 | 34.829 | 0.002* | |
Train daily living ability | 2 | 10 | 5.63 ± 1.665 | 6.05 ± 1.640 | 16.430 | 0.037* | |
Practice breathing | 5 | 25 | 10.48 ± 5.307 | 13.04 ± 5.359 | 30.483 | 0.023* | |
Postural drainage | 2 | 10 | 3.74 ± 1.652 | 5.03 ± 1.952 | 47.491 | 0.000* | |
Care intestinal and bladder functions | 8 | 40 | 14.85 ± 7.610 | 18.25 ± 7.873 | 33.419 | 0.056 | |
Care dysphagia | 3 | 15 | 6.54 ± 2.738 | 8.03 ± 3.359 | 21.944 | 0.025* | |
Guide to injured limbs and orthotics | 7 | 35 | 11.78 ± 7.399 | 16.46 ± 7.680 | 42.717 | 0.001* | |
Physical therapy | 2 | 10 | 1.96 ± 1.712 | 4.48 ± 2.963 | 79.298 | 0.000* | |
Traditional Chinese medicine fumigation | 3 | 15 | 6.13 ± 4.287 | 7.74 ± 4.337 | 18.973 | 0.089 | |
Traction | 3 | 15 | 6.74 ± 4.036 | 8.33 ± 3.561 | 26.323 | 0.015* | |
Rehabilitation and nursing of common diseases | Nervous system rehabilitation nursing | 10 | 50 | 18.87 ± 12.236 | 26.97 ± 12.646 | 49.169 | 0.027* |
Bone and joint system rehabilitation nursing | 15 | 75 | 19.15 ± 16.910 | 34.47 ± 22.243 | 57.051 | 0.001* | |
Cardiopulmonary disease rehabilitation nursing | 9 | 45 | 16.00 ± 10.881 | 23.24 ± 12.594 | 47.451 | 0.012* | |
Tumor rehabilitation nursing | 9 | 45 | 15.70 ± 10.641 | 22.55 ± 10.874 | 46.195 | 0.003* | |
Emergency and intensive rehabilitation nursing | 8 | 40 | 16.48 ± 10.691 | 21.84 ± 9.979 | 33.181 | 0.044 | |
Other diseases rehabilitation nursing | 15 | 75 | 29.50 ± 22.798 | 43.07 ± 12.185 | 48.776 | 0.012* | |
Rehabilitation nursing management | Rehabilitation psychological nursing | 5 | 25 | 10.78 ± 6.599 | 13.47 ± 5.775 | 31.756 | 0.011* |
Rehabilitation safety management | 27 | 135 | 44.41 ± 35.830 | 66.73 ± 7.107 | 43.744 | 0.016* | |
Rehabilitation education | 2 | 10 | 5.50 ± 1.859 | 6.17 ± 1.813 | 21.757 | 0.005* |
According to this study, among the 30 tasks involved in rehabilitation assessment, rehabilitation nursing technology, rehabilitation nursing of common diseases, and rehabilitation nursing management, the score of competency required for 24 tasks of nursing students in the experimental group was higher than that in the control group, and the difference was statistically significant (
According to this study, among the 30 tasks involved in rehabilitation assessment, rehabilitation nursing technology, rehabilitation nursing of common diseases, and rehabilitation nursing management, there was no significant difference between the scores of 6 tasks required by the nursing students in the experimental group and those in the control group (
Opinions on carrying out the pilot work of modern apprenticeship” by the Ministry of Education showed that all educational institutions were required to enrich the forms of professional personnel training and to increase the scope and scale of modern apprenticeship pilot programs.19 “National plan for the development of nursing” by the National Health and Family Planning Commission indicated that it was necessary to strengthen the contact and cooperation between nursing education institutions and medical and health institutions, and adhere to the post demand as the guidance.20 In combination with the industry development trend, based on the latest policy guidelines, aiming at improving the competence of nursing students and promoting the matching degree of nursing students, this study constructed a teaching reform model based on modern apprenticeship, and achieved certain effect and innovation in the trial operation stage. The follow-up study suggests expanding the scope of operation and carrying out the research among nursing students in different regions and at different levels, to provide a reference for the training of nursing personnel in rehabilitation specialty.