Research design and methods
bronchiectasis, anxiety
DISEASE, BRONCHIECTASIS, ACUTE APPENDICITIS
This research experiment was conducted in a territory hospital from August 2021 to August 2022. A total of 58 newly recruited nurses were selected as the research subjects. This study was mainly a comparative experiment. Nurses were randomly divided into two groups, the experimental group and the control group, according to the random number table method. Nurses in the control group received routine training methods, and the specific steps were as follows. Nurses were provided with centralised training that explained nursing knowledge, informed them of specific emergency treatment methods, and made them aware of relevant regulations to ensure that they could complete the tasks required by various departments. After the training was completed, assessment of the staff was carried out. The traditional paper examination method and practical training method were mainly used to comprehensively assess the scores. The nurses who passed the examination were then allowed to work.Nurses in the experimental group were trained using role reversal combined with SPS, and the specific steps were as follows. The knowledge training method was the same as the control group, and the assessment method was carried out in the form of role reversal combined with standardized vertebral patients. In the specific implementation process, the new nurses were assessed, and the assessment methods of role reversal and SPS were introduced into the assessment items. Before the assessment, it was necessary to guide new nurses in how to properly simulate standardized patients. The nurses needed to understand and master the patients’ medical records and focus on the patients’ nursing needs. Nurses that were playing the role of standardized patients needed to utilise their imaginations to simulate not only the disease symptoms but also the emotional and mental states of such patients, including fear and anxiety. For example, patients with bronchiectasis would be afraid that they would die because they were coughing up blood; patients undergoing an operation for acute appendicitis would be both worried before the operation and painful after it, etc. In order to better simulate standardized patients, new nurses were divided into two groups. One group consisted of nurses under assessment; the other consisted of nurses playing the role of standardized patients. The assessment of the two groups of new nurses was then done. Assessment mainly included the thoroughness with which standardized patients were handled, including the nurses’ attitudes and competency with technical skills. After completing a round of tests, the two groups were switched, with one person playing the role of the standardized patient and the other performing the same nursing tasks. After the assessment, the assessors encouraged the new nurses to express their feelings and opinions about the experience, including what they found clarifying about the process and how they thought it would help them pay better attention and do better nursing work in the future. To evaluate the results, in addition to the conventional assessment of the teacher’s score, this assessment also needed to introduce the SPS score of the examiners, including the nurses’ actions and sentiments, the summary, etc., to make a comprehensive evaluation, so as to ensure the assessment’s accuracy.