基于柯式评估模型对康复进修人员学习效果的评价

doi:10.3969/j.issn.1006-9771.2020.10.017

Abstract

Abstract:

Objective To evaluate the learning outcome of continued education based on Kirkpatrick model for professionals in rehabilitation institutes.
Methods A total of 190 rehabilitation trainees from 2018 to 2019 were investigated with Kirkpatrick model, from the reaction layer, learning layer, behavior layer and results layer, to evaluate the training effect.
Results From reaction layer, the total satisfaction was high from three aspects including general feeling, hospital management and department management. From learning layer, the score of theoretical results significantly improved (t = 32.476, P < 0.001), and the score of practical skill was (81.99±9.59). From behavior layer, their abilities of doctor-patient communication, risk management, writing, rehabilitation evaluation, identifying key points of problems, formulating rehabilitation plans and implementing operations improved ( t> 14.364,P < 0.001). From results layer, the complaint rate was 0%, and the accident rate was 0%; three trainees published papers.
Conclusion Kirkpatrick model could evaluate the training comprehensively. Rehabilitation training could improve the quality and ability of trainees.

Key words: Kirkpatrick model, training, rehabilitation, effect

CLC Number:

R494

WANG Xue,ZHANG Shu-yan,ZHANG Yu-xiang. Learning Outcome of Continued Education Based on Kirkpatrick Model for Professionals in Rehabilitation Institutes[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2020, 26(10): 1223-1227.

Figures/Tables 3

References 28

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项目		数值
性别(n)	男	77
	女	113
年龄(岁)		29.02±5.01
学历(n)	大专	61
	本科	112
	研究生	17
专业(n)	康复治疗技术	95
	康复医学与理疗学	10
	临床医学	25
	护理学	24
	中医学	27
	其他	9
职业(n)	康复治疗师	133
	护士	21
	医师	30
	其他	6
职称(n)	初级	152
	中级	33
	高级	5
单位级别(n)	一级医院	13
	二级医院	62
	三级医院	107
	其他	8

类别	项目	得分
总体感受	对进修总体评价满意	4.65±0.51
	我认为进修非常重要	4.42±0.60
	我非常愿意参加本次进修	4.44±0.49
医院进修管理情况的评价	院级培训内容合理	4.73±0.15
	进修流程顺畅	4.54±0.58
	日常管理严格	4.47±0.58
	结业考试程序严格	4.52±0.60
	结业考核采用“理论+操作“形式合理	4.43±0.58
	结业考核的结果能反映自己的真实水平	4.36±0.62
	结业考核标准统一、考核专家客观公正	4.53±0.59
	进修设施比较完善	4.05±0.67
	医院在您进修工作、生活上给予帮助	4.41±0.58
	医院给您生活一定的安全感	4.09±0.78
	您为在本院的进修感到自豪	4.17±0.69
	进修对丰富理论知识帮助很大	4.54±0.31
	进修对提高临床技能帮助很大	4.66±0.28
	进修达到了预期目标	4.51±0.37
	我从进修中受益很多	4.42±0.43
科室进修管理情况评价	进修中接触的病例种类能满足需求	4.33±0.57
	科室经常组织技能操作训练	4.36±0.58
	科室经常组织病例讨论	4.29±0.58
	科室组织的专业知识讲座内容丰富	4.32±0.74
	进修内容对与以后从事的工作很有帮助	4.28±0.74
	进修过程中使用多种教学方法	4.34±0.71
	带教老师工作态度认真负责	4.23±0.78
	带教老师教学积极性较高	4.21±0.76
	带教老师具有较高的授课能力	4.13±0.71
	科室进修时间安排合理	4.27±0.73

项目	进修前	进修后	差值	t值	P值
医患沟通能力	6.65±0.839	7.83±0.72	1.18±1.13	14.364	< 0.001
风险管理能力	7.22±0.916	8.55±0.91	1.33±1.28	14.375	< 0.001
文书书写能力	6.84±0.712	8.55±0.69	1.72±1.00	23.548	< 0.001
康复评价能力	6.81±0.739	8.19±0.87	1.38±1.10	17.355	< 0.001
找出问题关键点的能力	6.75±0.648	8.26±0.78	1.51±0.89	23.412	< 0.001
制定康复计划的能力	6.89±0.763	8.48±0.66	1.59±0.98	22.328	< 0.001
落实操作的能力	7.16±0.739	8.45±0.83	1.29±1.12	15.870	< 0.001

Learning Outcome of Continued Education Based on Kirkpatrick Model for Professionals in Rehabilitation Institutes

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