Implementation of Innovative Teaching Approaches for Standardized Training of New Nurses in the Operating Room

This study aims to investigate the impact of a novel and diversified teaching approach on training new nurses in the operating room.

A comparative observational study with a quasi-experimental design was conducted. We selected 32 new nurses undergoing standardized training in the operating room at Panzhihua Central Hospital between March 2017 and March 2020, along with 29 nurses trained from January 2014 to December 2016, as research participants. These nurses were divided into a study group and a control group. The control group underwent traditional training, while the study group experienced an innovative and diversified training mode over a 3-year period. We conducted a comprehensive comparison of theoretical knowledge, professional competence, operation duration, and medical satisfaction between the two groups.

The study group, exposed to the innovative teaching approach, demonstrated significantly higher scores in both theoretical and practical examinations compared to the control group (P < .05). Moreover, the study group exhibited a notable reduction in the connection time between operating tables, fostering improved coordination. This group also reported enhanced tacit understanding between doctors and nurses. Notably, the study group expressed higher levels of satisfaction. These findings collectively suggest that the implementation of the new diversified teaching mode positively influences the theoretical knowledge, practical skills, and collaborative dynamics among nurses and medical professionals in the operating room.

The implementation of the new diversified teaching mode significantly enhances the standardized training of new nurses in the operating room. This approach contributes to their improved clinical performance, offering valuable insights for future training methodologies.