Nursing training assessment in two national institutes of health

Abstract

Introduction: Nursing training is a permanent process to acquire, maintain, renew, strengthen, update, and increment knowledge, and because of this, it is necessary to know the staff’s opinion about the nursing training offered by their institutions.

Objective: To assess the nursing staff training at two National Institutes of Health.

Materials and methods: Observational, comparative and basic study. The sample was random and systematized (n = 415 nurses from the operative area). Three dimensions were measured: planning, development, and evaluation. Data were collected through a unique self-administered 38 items instrument which was used for a pilot test and further tested for its confidence level. Data were analyzed through frequencies, percentages, central tendency measures, student T tests, one way ANOVA, and Pearson and Spearman correlations, having p < .05 as statistically significant.

Results: The training is assessed as good-excellent in the three working categories and academic levels, except in the persons who have a post-degree; the shift which better evaluates it is the afternoon one (83.34%); 80% from the Institute A and 65% from the Institute B assessed the training as good-excellent, a finding which is associated with academic level (rs=0.175, p <0.0001); specialists assess planning better than the auxiliary personnel (26.0 ± 7.80, F=4.357, gl=2, p<0.01).

Discussion: There is little evidence to compare the results; the majority assess the training from the perspective of quality, learning or knowledge.

Conclusions: the general assessment of the training process is considered by the nursing staff as adequate, a finding which reflects their assistance to yearly courses.