PDF(Pubmed)
Abstract：
OBJECTIVE: To address the gap in effective nursing training for quality management, this study aims to implement and assess a nursing training program based on the Holton Learning Transfer System Inventory, utilizing action research to enhance the practicality and effectiveness of training outcomes.
METHODS: The study involved the formation of a dedicated training team, with program development informed by an extensive situation analysis and literature review. Key focus areas included motivation to transfer, learning environment, and transfer design. The program was implemented in a structured four-step process: plan, action, observation, reflection.
RESULTS: Over a 11-month period, 22 nurses completed 14 h of theoretical training and 18 h of practical training with a 100% attendance rate and 97.75% satisfaction rate. The nursing team successfully led and completed 22 quality improvement projects, attaining a practical level of application. Quality management implementation difficulties, literature review, current situation analysis, cause analysis, formulation of plans, implementation plans, and report writing showed significant improvement and statistical significance after training.
CONCLUSIONS: The study confirms the efficacy of action research guided by Holton\'s model in significantly enhancing the capabilities of nursing staff in executing quality improvement projects, thereby improving the overall quality of nursing training. Future research should focus on refining the training program through long-term observation, developing a multidimensional evaluation index system, exploring training experiences qualitatively, and investigating the personality characteristics of nurses to enhance training transfer effects.
METHODS: The study involved the formation of a dedicated training team, with program development informed by an extensive situation analysis and literature review. Key focus areas included motivation to transfer, learning environment, and transfer design. The program was implemented in a structured four-step process: plan, action, observation, reflection.
RESULTS: Over a 11-month period, 22 nurses completed 14 h of theoretical training and 18 h of practical training with a 100% attendance rate and 97.75% satisfaction rate. The nursing team successfully led and completed 22 quality improvement projects, attaining a practical level of application. Quality management implementation difficulties, literature review, current situation analysis, cause analysis, formulation of plans, implementation plans, and report writing showed significant improvement and statistical significance after training.
CONCLUSIONS: The study confirms the efficacy of action research guided by Holton\'s model in significantly enhancing the capabilities of nursing staff in executing quality improvement projects, thereby improving the overall quality of nursing training. Future research should focus on refining the training program through long-term observation, developing a multidimensional evaluation index system, exploring training experiences qualitatively, and investigating the personality characteristics of nurses to enhance training transfer effects.
摘要：
目的：解决有效护理培训质量管理的差距，这项研究旨在实施和评估基于Holton学习迁移系统清单的护理培训计划，利用行动研究提高培训成果的实用性和有效性。
方法：该研究涉及组建专门的培训团队，通过广泛的情况分析和文献综述，了解项目开发情况。重点领域包括转移的动机，学习环境,和转让设计。该计划是在一个结构化的四步过程中实施的：计划，行动,观察,反射。
结果：在11个月的时间里，22名护士完成了14h的理论培训和18h的实践培训，出勤率为100％，满意率为97.75％。护理团队成功主导并完成了22项质量提升项目,达到实际应用水平。质量管理实施难点,文献综述，现状分析,原因分析,制定计划,实施计划,经过培训,报告撰写情况均有明显改善,具有统计学意义。
结论：该研究证实了以Holton模型为指导的行动研究在显着增强护理人员执行质量改进项目的能力方面的功效。从而提高护理培训的整体质量。未来的研究应侧重于通过长期观察来完善培训计划，建立多维评价指标体系，定性地探索培训经验，并调查护士的个性特征，以提高培训转岗效果。
方法：该研究涉及组建专门的培训团队，通过广泛的情况分析和文献综述，了解项目开发情况。重点领域包括转移的动机，学习环境,和转让设计。该计划是在一个结构化的四步过程中实施的：计划，行动,观察,反射。
结果：在11个月的时间里，22名护士完成了14h的理论培训和18h的实践培训，出勤率为100％，满意率为97.75％。护理团队成功主导并完成了22项质量提升项目,达到实际应用水平。质量管理实施难点,文献综述，现状分析,原因分析,制定计划,实施计划,经过培训,报告撰写情况均有明显改善,具有统计学意义。
结论：该研究证实了以Holton模型为指导的行动研究在显着增强护理人员执行质量改进项目的能力方面的功效。从而提高护理培训的整体质量。未来的研究应侧重于通过长期观察来完善培训计划，建立多维评价指标体系，定性地探索培训经验，并调查护士的个性特征，以提高培训转岗效果。
