目的：评价一导专教联合模式在手术室新入职护士培养中的应用效果。方法：选取2016～2018年新入职的24名护士作为对照组，采用传统的一站式导师带教模式，2019～2020年新入职的22名护士作为试验组，采用一导专教联合带教模式，比较两组新入职护士在完成除关节置换手术、心脏手术的其他专科手术洗手配合的培养周期时长；抽取35名外科医生和20名N3～N4层级护士调查对新护士的满意度；比较满一年期后新入职护士理论知识掌握情况。结果：试验组的新护士培养周期明显小于对照组（P<0.01）；外科医生和N3～N4层级护士对试验组新护士的满意度高于对照组（P<0.01）；试验组新护士的理论考核成绩高于对照组（P<0.01）。结论：一导专教联合模式可有效缩短新护士手术配合周期，提高新护士理论水平，提高外科医生和N3~N4层级护士对新护士的满意度。同时使新入职护士对手术室带教模式有认同感，提升手术室人才培养速度及培养质量，是培养新护士岗位胜任力的有效模式。

Objective: To evaluate the application effect of the combined mode of one guidance and professional education in the training of new nurses in the operating room. Methods: 24 new nurses from 2016 to 2018 were selected as the control group, and the traditional one-stop tutor teaching mode was adopted. 22 new nurses from 2019 to 2020 were selected as the experimental group, and the training period of hand washing cooperation was compared between the two groups; 35 surgeons and 20 n3-n4 nurses were selected to investigate their satisfaction with the new nurses; The mastery of theoretical knowledge of new nurses after one year was compared. Results: the training period of new nurses in the experimental group was significantly less than that in the control group (P < 0.01); The satisfaction of surgeons and n3-n4 nurses to the new nurses in the experimental group was higher than that in the control group (P < 0.01); The theoretical examination results of the new nurses in the experimental group were higher than those in the control group (P < 0.01). Conclusion: the combined mode of one guidance and professional education can effectively shorten the operation cooperation period of new nurses, improve the theoretical level of new nurses, and improve the satisfaction of surgeons and N3 ~ N4 nurses to new nurses. At the same time, it is an effective mode to make the new nurses have a sense of identity with the operating room teaching mode, and improve the speed and quality of personnel training in the operating room.

内蒙古医科大学校级教育教学改革项目(NYJXGG2019003)