Abstract
OBJECTIVES: To investigate the impact of standardised training on nursing assistants (NAs) and explore the factors influencing training effectiveness, specifically focusing on learning motivation and learning obstacles. DESIGN: A cross-sectional study was conducted from August 2022 to September 2022. SETTING: The study was conducted in Fujian Province, China. PARTICIPANTS: A total of 412 participants were included in this study. PRIMARY AND SECONDARY OUTCOME MEASURES: Training effectiveness, learning motivation, learning obstacles and learning engagement were the primary outcome measures. METHODS: A survey was conducted on research NAs who were participating in standardised training in Fujian Province, China. The survey used general information questionnaires, educational participation scales, general suitability scales for participation barriers, blended learning participation scales and training effectiveness questionnaires. RESULTS: The overall score of the training effectiveness questionnaires was 98.08±15.52, with an average score per item of 4.26±0.67. Univariate analysis revealed significant associations between the number of working years, self-rated health status, acceptance of NAs work and training effectiveness (p<0.05). Multiple linear regression analysis indicated that learning motivation, learning obstacles and learning engagement were independent factors influencing training effectiveness (F=171.073, p<0.001). CONCLUSION: Learning motivation, learning obstacles and learning engagement all affect training effectiveness, which provides a clear direction for improving the effectiveness of training for NAs. In order to improve the training effectiveness of healthcare aides, it is necessary for clinical managers to focus on their learning motivation, learning obstacles and learning engagement.