1, I don't know the professional knowledge reserve: the survey shows that the curriculum of colleges and universities is not in line with clinical application, and the knowledge learned by schools is lagging behind, especially in the operating room, and the content learned by students is limited, which is not conducive to the connection between graduates and clinical practice, so that the professional knowledge of new nurses can not meet the clinical needs.
2. Traditional clinical teaching forms are single: research shows that clinical training methods are diverse, but professional knowledge coverage is incomplete, and curriculum design lacks comprehensiveness, practicality and continuity. Traditional clinical teaching mainly adopts the apprenticeship system, with frequent and relatively irregular changes of teaching teachers, different training contents, lack of systematicness, and weak sense of responsibility of teaching teachers to complete the training plan, which leads to low training quality.
3. Lack of social support: For a new nurse, she should not only adapt to the change of her role, but also run in with many doctors and nurses to cooperate with the operation. Therefore, new nurses will have great psychological pressure and physical overload during the adaptation period. If she fails to get positive social support in this process, she will perceive the working environment through informal channels, which will inevitably have a great impact on her body and mind.