Development and efficacy evaluation of a competency-based training program for pediatric operating room nurses

The complex and high-stakes environment of the pediatric operating room (OR) demands nurses with exceptional competency. Traditional training models often fall short in preparing new nurses for these unique challenges. This study aimed to develop and evaluate the effectiveness of a structured competency-based training (CBT) program for newly recruited pediatric OR nurses.

A two-round Delphi method involving 15 experts was used to develop the CBT program framework. A prospective, single-center pilot study with a quasi-experimental design was conducted with 40 newly recruited nurses from a tertiary pediatric hospital in Shanghai. Participants were randomly assigned using a computer-generated random number sequence and sealed opaque envelopes to either the experimental group (n = 20), which received the 8-week CBT program incorporating scenario simulation, case-based learning, and workshops, or the control group (n = 20), which received conventional one-to-one mentoring. Outcome assessors were blinded to group allocation. Outcomes were assessed pre- and post-intervention using theoretical tests, practical skill evaluations, the Operating Room Nurse Competency Scale, the General Self-Efficacy Scale (GSES), and the Perceived Ability-Job Fit Scale.

Post-training, the experimental group showed significantly greater improvements than the control group across all measured outcomes. Specifically, the experimental group achieved higher scores in theoretical knowledge (88.52 ± 4.54 vs. 80.23 ± 6.31, p < 0.001), practical skills (85.22 ± 4.83 vs. 78.36 ± 5.61, p < 0.001), overall job competency (92.49 ± 4.72 vs. 82.72 ± 5.28, p < 0.001), self-efficacy (26.52 ± 4.61 vs. 21.42 ± 5.87, p < 0.01), and perceived ability-job fit (18.32 ± 2.98 vs. 14.52 ± 3.03, p < 0.001).

The systematic, competency-based training program developed in this study proved to be more effective than traditional mentoring in enhancing the knowledge, skills, professional competency, self-efficacy, and role adaptation of new pediatric OR nurses. This model offers an evidence-based and practical framework for optimizing training and supporting the professional development of nurses in specialized pediatric surgical settings.